From an Educator’s Perspective
Prioritizing pedagogical intention over novelty to ensure accessible, purposeful language learning
As I transitioned from designer to educator, my focus shifted from showcasing technological possibilities to critically examining how digital tools mediate the learning of specific language forms.
Initially, I enthusiastically integrated various technologies, such as speech recognition, interactive websites, and augmented reality, into my PEDAL course lesson plans. These practechoing Kern’s (2011) observation that digital platforms can create interactive and engaging language-learning environments. However, I soon realized that layering multiple technologies without a clear pedagogical purpose risked overwhelming learners. In response, I deliberately scaled back and incorporated only a single, well-designed interactive task using iPads. This allowed students to engage meaningfully without cognitive or technical overload.
While Al Musawi et al. (2025) point out that many EFL teachers hesitate to adopt VR due to implementation challenges and the steep learning curve, I believe the issue is less about embracing innovation and more about making informed, context-sensitive choices. Rather than constantly pursuing the newest features, teachers should focus on tools that best serve their learners. This realization also reshaped my instructional stance—from that of a content deliverer to a facilitator of learning.
For instance, instead of requiring high-end VR headsets, I opted for 360-degree videos that offered immersive experiences accessible via smartphones or laptops. This decision reflected my intention to provide engaging learning opportunities while minimizing technological barriers and aligning the learning environment with students’ cognitive and material resources.
This approach also resonates with Kern (2011) and Hanna and de Nooy’s (2009) critique of digital discourse communities. Platforms such as MMOGs or online forums often operate under established communicative norms that can alienate or exclude less proficient language learners. As a designer, I was once captivated by these platforms’ multimodal possibilities. As an educator, however, I came to recognize the importance of scaffolding learners into digital spaces, rather than immersing them in environments they are unprepared to navigate linguistically or socially.
Ultimately, my evolving perspective reframes the role of technology in education. It is not about relentless innovation but about making thoughtful, strategic choices that enhance learner access, interaction, and motivation. This approach empowers educators, regardless of their technical expertise, to integrate digital tools in ways that prioritize pedagogy and learner needs over novelty.