Main Article Content
Digital Technologies (DT) including Augmented Reality (AR) provide advantages for educational provision in terms of flexible access and enhanced presentation of materials. They also continue to proffer a formidable yet exciting challenge to established teaching and learning practices. In this paper an attempt is made to research the impact of using DT and AR activities on the experiences of students who are learning modern languages generally and Spanish specifically in one tertiary Institution. Didactic methods of teaching have been superseded by the adoption of student centred learning, i.e. a collaborative and interactive learning style where the teacher is the planner, sequencer and facilitator who guides the students in achieving their learning objectives. Teacher centred, or didactic methods may have their advantages particularly when delivering explanations but can be over used and do not generally allow for active student involvement or an opportunity to use the ideas being taught. It is suggested in this study that in order to gain the maximum benefit from the use of DT and AR, there are specific curriculum and pedagogical issues to be addressed. A more focused understanding and approach is enabled by the use of the flexible learning model particularly with regard to how students learn, the role of the lecturer, the planning and development of course materials and the accessibility and reliability of both software and hardware. In addition, a review of the theories of Second Language Acquisition also provides a sound basis for researching language learning and appropriate pedagogies. Language teaching continues to adapt, respond and challenge traditional teaching and learning styles and recommendations for successful integration of DT and AR are suggested.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Bostock, J., & Wood, J. (2012). Teaching 14-19: A Handbook. McGraw Hill, Maidenhead: Open University Press.
Bostock, J., & Wood, J. (2014). Supporting Student Transitions 14-19: Approaches to Teaching and Learning. London: Routledge
Collis, B. and Moonen, J. (2002) Flexible learning in a digital world, London: Kogan Page
Cook, V. (2016) (Eds) Second Language Learning and Language Teaching, London: Routledge
Glenn, C. W, (2018) Adding the Human Touch to Asynchronous Online Learning in the Journal of College Student Retention: Research, Theory and Practice 19 (4) Sage
Goodyear, V. and Dudley, D. (2015) “I’m a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centred Physical Education Models in Quest 67(3)
Lightbrown, P. and Spada, N. (2013) (Eds)How Languages are Learned: Oxford Handbooks for Language Teachers Oxford: Oxford University Press
Olusegun, S. (2015) Constructivism Learning Theory: A Paradigm for Teaching and Learning in the Journal of Research & Method in Education 5, (6) (Nov. - Dec. 2015), 66-70
Saville Troike, M. and Barto, K (2016) (Eds) Introducing Second Language Acquisition (Cambridge Introductions to Language and Linguistics) Cambridge University Press
Schwieter, J.W. and Benati, A. (2019) (Eds) The Cambridge Handbook of Language Learning, C, New York: Cambridge University Press
Sweller, J. (2005) Implications of Cognitive Load Theory for Multimedia Learning in Mayer, E. (Eds) The Cambridge Handbook of Multimedia Learning, , New York: Cambridge University Press
Sweller, J. (2011) Cognitive Load Theory in Mestre J.P and Ross, B. H, (2011) (Eds) The Psychology of Learning and Motivation, 55, 37-76, Elsevier
Towell, R. and Hawkins, R. (1994) Approaches to Second Language Acquisition, Bristol, Multilingual Matters Limited
Vrasidas, C., & McIsaac, M. S. (2001). Integrating Technology in Teaching and Teacher Education: Implications for Policy and Curriculum Reform. Educational Media International, 38, 127-132.