ABSTRACT
This chapter introduces two mutually supporting frameworks for incorporating new technologies into teaching. The first step for teachers is to recognise new literacies; the second is to integrate them into everyday lessons. While the main emphasis is on teaching and learning English, most activities can be easily adapted for different language learning or communication contexts. As a teacher, one can pick and choose from the activities, adapting them to their own context and confidence level. Conclusive evidence of whether new technologies improve teaching and learning is elusive. The best-known model for incorporating new technologies into teaching is probably Mishra and Koehler's Technological pedagogical content knowledge (TPACK) framework, which depicts teachers integrated Technological, Pedagogical and Content Knowledge. The SAMR model, developed by Ruben Puentedura that serves as a reminder that some uses of new technologies lead at most to enhancement of education, while other uses lead to real transformation.
