Technology Infused Language Teaching
Mina's Portfolio
more about me!
Table of Contents
360
AI
TPACK RESULTS
VIRTUAL REALITY
FINAL REFLECTION
TPACK RESULTS
However, when it comes to Augmented or Virtual Reality, I feel like I know nothing, which is why my answers are very low. In terms of Content Knowledge, I consider myself quite strong. I can use the target language well across different skills and explain grammar clearly. Where I feel less secure is in adapting assessment frameworks such as the CEFR and in integrating intercultural communicative competence into both my teaching and my own practice.
The TPACK (Technological Pedagogical Content Knowledge) is a framework that describes the knowledge that teachers need to integrate technology into their teaching effectively, designed by the University of Illinois. The questions/answers are divided into four different sections.In terms of General Technological Knowledge, as we can see in the results of my survey answers, I am not completely confident in anything when it comes to technology. Sure, I can manage the basic tools for classroom use, but I get lost when trying to go a bit further, such as if I needed to assess the accessibility of tools, deal with connectivity issues in class, or design assessments that integrate technology. One of my strengths here is that I am comfortable exploring new and unfamiliar digital tools, which allows me to adapt quickly to innovations. At the same time, I recognize that I need to improve in managing accessibility and problem-solving during lessons. Regarding knowledge of specific technology domains, I feel quite confident working with hyperlinked resources, especially embedding links in documents or providing clear navigation cues for students.
Finally, in Pedagogical Knowledge, I recognize this as one of my strongest areas. I feel confident in scaffolding for different student levels, designing activities that integrate multiple skills, and linking learning to global issues or real-world interests. However, I feel less confident about giving corrective feedback with digital tools and about designing telecollaborative projects, which are areas where I would like to improve.
Overall, the survey results indicate that I possess a solid foundation of content knowledge, particularly in my ability to integrate theoretical perspectives with practical and real-world applications. This capacity allows me not only to understand language teaching principles at a conceptual level but also to recognise their relevance in authentic educational contexts. At the same time, the results highlight several areas in which I am still developing and where my confidence has yet to fully emerge, reminding me that professional growth is a continuous and evolving process.
EXPLORING THE WORLD WITH
ARTIFICIAL INTELLIGENCE
This block gave me the opportunity to experiment with MIZOU and reflect on how technology can transform the way we design and experience language learning.
Our group designed a learning situation in which students created a collaborative a poster of a world map with information about different countries. The main goal of the activity was to engage learners with artificial intelligence tools while encouraging them to explore diverse cultures and communicate in English.
In the activity centered on AI, the aim was to collect the information needed for the final output of the LS. With our tool of choice, Mizou, we created chatbots belonging to the head of state of each location.
The final outputs of our project were:
- The different chatbots created
- A scaffolding page for the AI
- A presentation to begin the talk
We programmed them in order to suit our needs:
- Use only English to communicate
- Keep answers short
- Do not accept unrelated topics of discussion
Through this block, I could clearly see how my TPACK competences are evolving. I improved my Technological Knowledge by exploring how AI can be used as a creative and informative tool in the classroom. At the same time, I reinforced my Pedagogical Knowledge by focusing on collaboration and communication as key aspects of language learning. Combining both with my Content Knowledge in English and culture helped me design a task where technology had a real purpose. This experience reminded me that technology should always support learning, not replace it.
My favourite parts of this block were the experimentation with different types of AI and getting to see my classmates' ideas and proposals. I would however improve my contributions because, even though I helped with the ideas and everything, I left my partners kind of alone when doing the final presentation.
-The lost dictionary-
TPACK Profile
360º
T.K
We designed an interactive 360º language-learning experience created with ThingLink for 4th-grade A2 learners. The activity invites students into a virtual “Magic Dictionary Quest,” where they explore four immersive rooms, solve language puzzles, and uncover a secret word.
P.K
C.K
TASKS
This project taught me that immersive environments are not about making lessons “more technological,” but about expanding the learning experience. Students can literally step inside the content and interact with it. Personally, I felt more creative and more like a designer of learning experiences than ever before. It also reminded me that as a future teacher, I want to bring curiosity, playfulness, and innovation into the classroom — not for the sake of novelty, but to create meaningful, memorable learning moments.
VIRTUAL REALITY
In this project, students created their own recipe, writing the step-by-step instructions and producing a drawing of the final dish. All this information was then transformed into posters and uploaded to a shared Spatial virtual environment, which functioned as a virtual exhibition where classmates could explore and interact with each other’s work.
This project contributed significantly to my professional growth: Technological Knowledge (TK): Creating and managing a Spatial environment increased my confidence with Virtual Reality. My perception of VR shifted from seeing it as complex to understanding it as an accessible tool for classroom use. Technological Pedagogical Knowledge (TPK): I learned how to design a VR task that supported learning objectives, using posters to structure information and guide student interaction within the virtual space. TPACK: I successfully aligned VR with language learning goals, integrating writing (instructions), visual representation (drawings), and communication within a meaningful digital context.
When thoughtfully integrated, Virtual Reality can be a powerful pedagogical tool that enhances engagement, supports multimodality, and aligns with TILT and TPACK principles.
TASKS
FINAL REFLECTION
https://www.spatial.io/s/mina_castedos-Digital-Hangout-69806999076bb3fcd8f5b633
(click on the link...)
"You can learn all that there is to know about their ways in a month, and yet after a hundred years they can still surprise you." -Gandalf
MINA :)
I've always wanted to be a writer, and yet when it comes to me, no words seem to be enough to describe my complex personality. The thing is, I usually say I'm a weird human, that I was wrongly designed when I was created. How can I seem so happy and be so deeply lost, an introvert that everyone thinks is an extrovert, a social being and an outcast. I'm sure some would say I have low self-esteem, but do I? Or am I just meant to be someone different than who I am expected to be?
What I meant to say with this seemingly self-loathing previous paragraph is that not everyone is the same nor do they have the same goals, but that doesn't mean they are not valid. So how about we start celebrating our little wins and stop criticizing the losses?
Perhaps if one cared less about looking good and more about being good, the world would be a happier place.
What worked well?
- Communication within the group was totally positive, and I felt more included than in previous group projects
- The collaborative process allowed us to combine different strengths
- The group showed flexibility and openness when adjusting ideas and accepting feedback
- Working together helped us anticipate possible classroom challenges, even without direct implementation
TASKS
PRE-TASK
MAIN TASK
POST TASK
- Vocabulary sheet
- Sentence starters
Working in pairs, students explore a shared Spatial VR gallery to read classmates’ recipe posters and answer guided questions. They discuss their ideas in English before writing shared responses, while the teacher supports language use and navigation. The activity closes with a brief whole-class discussion to review vocabulary and food types.
- Children will fill up two exit ticket worksheets
- Provide feedback and assessment of their own process and their colleague.
- Checklist
TASKS
PRE-TASK
MAIN TASK
POST TASK
- Introducing story of The Lost Dictionary
- Reviewing key vocabulary
- Demonstrating Thinglink navigation on the projector
- Handing out the Explorer’s Guide scaffolding sheet
Students explored the four rooms, reading clues and solving language challenges: word scrambles, vocabulary identification, grammar recall, and categorizing healthy/unhealthy foods. At each room, they collected one letter. When all four were found, they solved the final puzzle: STAR.
- Quick oral recap quiz
- Individual reflection and self-assessment
In this block, I also need to acknowledge my performance as a colleague. I am not fully satisfied with how I contributed to the group work. I struggled to stay focused and present during the process, and as a result, my interventions were limited and did not meet the level of commitment I would have liked to demonstrate. Looking back, I recognise that I hardly completed any of the tasks assigned to me, and this affected the workload of my peers. I feel genuinely sorry for not being able to contribute more, and I take full responsibility for my lack of involvement. Even so, this experience has helped me understand the importance of communication, consistency, and accountability within a team. I want to use this moment as a reminder to stay more engaged, manage my energy better, and ensure I don’t put extra pressure on others. I am committed to improving these aspects in future collaborative projects.
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Transcript
Technology Infused Language Teaching
Mina's Portfolio
more about me!
Table of Contents
360
AI
TPACK RESULTS
VIRTUAL REALITY
FINAL REFLECTION
TPACK RESULTS
However, when it comes to Augmented or Virtual Reality, I feel like I know nothing, which is why my answers are very low. In terms of Content Knowledge, I consider myself quite strong. I can use the target language well across different skills and explain grammar clearly. Where I feel less secure is in adapting assessment frameworks such as the CEFR and in integrating intercultural communicative competence into both my teaching and my own practice.
The TPACK (Technological Pedagogical Content Knowledge) is a framework that describes the knowledge that teachers need to integrate technology into their teaching effectively, designed by the University of Illinois. The questions/answers are divided into four different sections.In terms of General Technological Knowledge, as we can see in the results of my survey answers, I am not completely confident in anything when it comes to technology. Sure, I can manage the basic tools for classroom use, but I get lost when trying to go a bit further, such as if I needed to assess the accessibility of tools, deal with connectivity issues in class, or design assessments that integrate technology. One of my strengths here is that I am comfortable exploring new and unfamiliar digital tools, which allows me to adapt quickly to innovations. At the same time, I recognize that I need to improve in managing accessibility and problem-solving during lessons. Regarding knowledge of specific technology domains, I feel quite confident working with hyperlinked resources, especially embedding links in documents or providing clear navigation cues for students.
Finally, in Pedagogical Knowledge, I recognize this as one of my strongest areas. I feel confident in scaffolding for different student levels, designing activities that integrate multiple skills, and linking learning to global issues or real-world interests. However, I feel less confident about giving corrective feedback with digital tools and about designing telecollaborative projects, which are areas where I would like to improve.
Overall, the survey results indicate that I possess a solid foundation of content knowledge, particularly in my ability to integrate theoretical perspectives with practical and real-world applications. This capacity allows me not only to understand language teaching principles at a conceptual level but also to recognise their relevance in authentic educational contexts. At the same time, the results highlight several areas in which I am still developing and where my confidence has yet to fully emerge, reminding me that professional growth is a continuous and evolving process.
EXPLORING THE WORLD WITH
ARTIFICIAL INTELLIGENCE
This block gave me the opportunity to experiment with MIZOU and reflect on how technology can transform the way we design and experience language learning.
Our group designed a learning situation in which students created a collaborative a poster of a world map with information about different countries. The main goal of the activity was to engage learners with artificial intelligence tools while encouraging them to explore diverse cultures and communicate in English.
In the activity centered on AI, the aim was to collect the information needed for the final output of the LS. With our tool of choice, Mizou, we created chatbots belonging to the head of state of each location.
The final outputs of our project were:
We programmed them in order to suit our needs:
Through this block, I could clearly see how my TPACK competences are evolving. I improved my Technological Knowledge by exploring how AI can be used as a creative and informative tool in the classroom. At the same time, I reinforced my Pedagogical Knowledge by focusing on collaboration and communication as key aspects of language learning. Combining both with my Content Knowledge in English and culture helped me design a task where technology had a real purpose. This experience reminded me that technology should always support learning, not replace it.
My favourite parts of this block were the experimentation with different types of AI and getting to see my classmates' ideas and proposals. I would however improve my contributions because, even though I helped with the ideas and everything, I left my partners kind of alone when doing the final presentation.
-The lost dictionary-
TPACK Profile
360º
T.K
We designed an interactive 360º language-learning experience created with ThingLink for 4th-grade A2 learners. The activity invites students into a virtual “Magic Dictionary Quest,” where they explore four immersive rooms, solve language puzzles, and uncover a secret word.
P.K
C.K
TASKS
This project taught me that immersive environments are not about making lessons “more technological,” but about expanding the learning experience. Students can literally step inside the content and interact with it. Personally, I felt more creative and more like a designer of learning experiences than ever before. It also reminded me that as a future teacher, I want to bring curiosity, playfulness, and innovation into the classroom — not for the sake of novelty, but to create meaningful, memorable learning moments.
VIRTUAL REALITY
In this project, students created their own recipe, writing the step-by-step instructions and producing a drawing of the final dish. All this information was then transformed into posters and uploaded to a shared Spatial virtual environment, which functioned as a virtual exhibition where classmates could explore and interact with each other’s work.
This project contributed significantly to my professional growth: Technological Knowledge (TK): Creating and managing a Spatial environment increased my confidence with Virtual Reality. My perception of VR shifted from seeing it as complex to understanding it as an accessible tool for classroom use. Technological Pedagogical Knowledge (TPK): I learned how to design a VR task that supported learning objectives, using posters to structure information and guide student interaction within the virtual space. TPACK: I successfully aligned VR with language learning goals, integrating writing (instructions), visual representation (drawings), and communication within a meaningful digital context.
When thoughtfully integrated, Virtual Reality can be a powerful pedagogical tool that enhances engagement, supports multimodality, and aligns with TILT and TPACK principles.
TASKS
FINAL REFLECTION
https://www.spatial.io/s/mina_castedos-Digital-Hangout-69806999076bb3fcd8f5b633
(click on the link...)
"You can learn all that there is to know about their ways in a month, and yet after a hundred years they can still surprise you." -Gandalf
MINA :)
I've always wanted to be a writer, and yet when it comes to me, no words seem to be enough to describe my complex personality. The thing is, I usually say I'm a weird human, that I was wrongly designed when I was created. How can I seem so happy and be so deeply lost, an introvert that everyone thinks is an extrovert, a social being and an outcast. I'm sure some would say I have low self-esteem, but do I? Or am I just meant to be someone different than who I am expected to be?
What I meant to say with this seemingly self-loathing previous paragraph is that not everyone is the same nor do they have the same goals, but that doesn't mean they are not valid. So how about we start celebrating our little wins and stop criticizing the losses?
Perhaps if one cared less about looking good and more about being good, the world would be a happier place.
What worked well?
TASKS
PRE-TASK
MAIN TASK
POST TASK
Working in pairs, students explore a shared Spatial VR gallery to read classmates’ recipe posters and answer guided questions. They discuss their ideas in English before writing shared responses, while the teacher supports language use and navigation. The activity closes with a brief whole-class discussion to review vocabulary and food types.
TASKS
PRE-TASK
MAIN TASK
POST TASK
Students explored the four rooms, reading clues and solving language challenges: word scrambles, vocabulary identification, grammar recall, and categorizing healthy/unhealthy foods. At each room, they collected one letter. When all four were found, they solved the final puzzle: STAR.
In this block, I also need to acknowledge my performance as a colleague. I am not fully satisfied with how I contributed to the group work. I struggled to stay focused and present during the process, and as a result, my interventions were limited and did not meet the level of commitment I would have liked to demonstrate. Looking back, I recognise that I hardly completed any of the tasks assigned to me, and this affected the workload of my peers. I feel genuinely sorry for not being able to contribute more, and I take full responsibility for my lack of involvement. Even so, this experience has helped me understand the importance of communication, consistency, and accountability within a team. I want to use this moment as a reminder to stay more engaged, manage my energy better, and ensure I don’t put extra pressure on others. I am committed to improving these aspects in future collaborative projects.