Graham Stanley
Graham Stanley
& Tech
How would you describe what you do today?
How would you describe what you do today?
How would you describe what you do today?
I taught English for many years, always with a strong interest in technology. I used to work with databases and programming, so tech felt like a natural part of my teaching. Over time, I began exploring how to bring things like computer games into language classrooms. Now, I see myself as a bridge between researchers and teachers—I enjoy turning research into something practical and useful. Most teachers don’t have time to read academic papers, so I help make that knowledge more accessible and easier to apply. I’ve always been interested in what makes good teaching and learning—especially with languages and how tech fits in. I also enjoy writing, so that’s been a big part of it too. I like writing for teachers, helping them understand new tech in ways they can actually use in practice.
I taught English for many years, always with a strong interest in technology. I used to work with databases and programming, so tech felt like a natural part of my teaching. Over time, I began exploring how to bring things like computer games into language classrooms. Now, I see myself as a bridge between researchers and teachers—I enjoy turning research into something practical and useful. Most teachers don’t have time to read academic papers, so I help make that knowledge more accessible and easier to apply. I’ve always been interested in what makes good teaching and learning—especially with languages and how tech fits in. I also enjoy writing, so that’s been a big part of it too. I like writing for teachers, helping them understand new tech in ways they can actually use in practice.
I taught English for many years, always with a strong interest in technology. I used to work with databases and programming, so tech felt like a natural part of my teaching. Over time, I began exploring how to bring things like computer games into language classrooms. Now, I see myself as a bridge between researchers and teachers—I enjoy turning research into something practical and useful. Most teachers don’t have time to read academic papers, so I help make that knowledge more accessible and easier to apply. I’ve always been interested in what makes good teaching and learning—especially with languages and how tech fits in. I also enjoy writing, so that’s been a big part of it too. I like writing for teachers, helping them understand new tech in ways they can actually use in practice.
How do you define technology in education?
How do you define technology in education?
How do you define technology in education?
I’d define it quite broadly, similar to how you do. It’s anything from video conferencing to apps to social media. But what really interests me is tech that requires a bit of creativity—tools that weren’t built for education but can still be used for learning. That’s what made gaming so exciting. We used popular games not meant for language learning and experimented with how they could be adapted for the classroom.
I’d define it quite broadly, similar to how you do. It’s anything from video conferencing to apps to social media. But what really interests me is tech that requires a bit of creativity—tools that weren’t built for education but can still be used for learning. That’s what made gaming so exciting. We used popular games not meant for language learning and experimented with how they could be adapted for the classroom.
I’d define it quite broadly, similar to how you do. It’s anything from video conferencing to apps to social media. But what really interests me is tech that requires a bit of creativity—tools that weren’t built for education but can still be used for learning. That’s what made gaming so exciting. We used popular games not meant for language learning and experimented with how they could be adapted for the classroom.
How has gamification changed since you started exploring it?
How has gamification changed since you started exploring it?
How has gamification changed since you started exploring it?
It’s much more recognized now. Back in 2012, few teachers knew the term. I was drawn to gamification not just for points and badges, but for deeper game elements like story and mechanics that make play engaging. If you just lift superficial parts of games, it won’t be very motivating or sustainable. But when it’s done well, it’s a great way to make learning meaningful without learners even realizing how much they’re practicing.
It’s much more recognized now. Back in 2012, few teachers knew the term. I was drawn to gamification not just for points and badges, but for deeper game elements like story and mechanics that make play engaging. If you just lift superficial parts of games, it won’t be very motivating or sustainable. But when it’s done well, it’s a great way to make learning meaningful without learners even realizing how much they’re practicing.
It’s much more recognized now. Back in 2012, few teachers knew the term. I was drawn to gamification not just for points and badges, but for deeper game elements like story and mechanics that make play engaging. If you just lift superficial parts of games, it won’t be very motivating or sustainable. But when it’s done well, it’s a great way to make learning meaningful without learners even realizing how much they’re practicing.
“... as soon as you get to the world of work, this is something that you'll end up being using. So we need to embrace it”
“... as soon as you get to the world of work, this is something that you'll end up being using. So we need to embrace it”
“... as soon as you get to the world of work, this is something that you'll end up being using. So we need to embrace it”
How do people progress through language learning levels?
How do people progress through language learning levels?
How do people progress through language learning levels?
I often use the CEFR levels—it’s a widely adopted and useful framework. Early progress feels fast and motivating, but then many learners hit a plateau at intermediate levels. It gets frustrating when you stop seeing quick gains. Many people give up there. Those who push through often reach a point where they can understand and express more. But it takes time and effort, especially at higher levels where progress slows down again.
I often use the CEFR levels—it’s a widely adopted and useful framework. Early progress feels fast and motivating, but then many learners hit a plateau at intermediate levels. It gets frustrating when you stop seeing quick gains. Many people give up there. Those who push through often reach a point where they can understand and express more. But it takes time and effort, especially at higher levels where progress slows down again.
I often use the CEFR levels—it’s a widely adopted and useful framework. Early progress feels fast and motivating, but then many learners hit a plateau at intermediate levels. It gets frustrating when you stop seeing quick gains. Many people give up there. Those who push through often reach a point where they can understand and express more. But it takes time and effort, especially at higher levels where progress slows down again.
Do you see different learner types or motivations?
Do you see different learner types or motivations?
Do you see different learner types or motivations?
It’s tough to generalize because everyone has their own context. But motivation varies—some people just want to know enough to order coffee on vacation, while others aim to read novels or have deep conversations. Your access, background, and goals all shape how and why you learn. That’s part of what makes language learning such a rich and personal process.
It’s tough to generalize because everyone has their own context. But motivation varies—some people just want to know enough to order coffee on vacation, while others aim to read novels or have deep conversations. Your access, background, and goals all shape how and why you learn. That’s part of what makes language learning such a rich and personal process.
It’s tough to generalize because everyone has their own context. But motivation varies—some people just want to know enough to order coffee on vacation, while others aim to read novels or have deep conversations. Your access, background, and goals all shape how and why you learn. That’s part of what makes language learning such a rich and personal process.
How has teaching with tech changed over the years?
How has teaching with tech changed over the years?
How has teaching with tech changed over the years?
It’s changed massively. Early on, I remember printing news articles for class—something that happened just an hour before. That was revolutionary at the time. Then came blogs, wikis, and podcasting. Students started writing or speaking for real audiences, which boosted engagement. There was a lot of debate around tech in classrooms, but ultimately, those who embraced it for purposeful use won out. Tech should only be used when it truly supports learning. When it’s added without a clear purpose it can be harmful. I once saw a teacher use a VR headset just to display an image on a screen for class discussion. It didn’t add anything that couldn’t be done with a simple picture or video. If tech doesn’t offer something better than existing methods—or if it takes too much setup without a payoff—it’s not helping. We should never bring in tech just because it’s new or flashy.
It’s changed massively. Early on, I remember printing news articles for class—something that happened just an hour before. That was revolutionary at the time. Then came blogs, wikis, and podcasting. Students started writing or speaking for real audiences, which boosted engagement. There was a lot of debate around tech in classrooms, but ultimately, those who embraced it for purposeful use won out. Tech should only be used when it truly supports learning. When it’s added without a clear purpose it can be harmful. I once saw a teacher use a VR headset just to display an image on a screen for class discussion. It didn’t add anything that couldn’t be done with a simple picture or video. If tech doesn’t offer something better than existing methods—or if it takes too much setup without a payoff—it’s not helping. We should never bring in tech just because it’s new or flashy.
It’s changed massively. Early on, I remember printing news articles for class—something that happened just an hour before. That was revolutionary at the time. Then came blogs, wikis, and podcasting. Students started writing or speaking for real audiences, which boosted engagement. There was a lot of debate around tech in classrooms, but ultimately, those who embraced it for purposeful use won out. Tech should only be used when it truly supports learning. When it’s added without a clear purpose it can be harmful. I once saw a teacher use a VR headset just to display an image on a screen for class discussion. It didn’t add anything that couldn’t be done with a simple picture or video. If tech doesn’t offer something better than existing methods—or if it takes too much setup without a payoff—it’s not helping. We should never bring in tech just because it’s new or flashy.
What tech has brought the most value to classrooms?
What tech has brought the most value to classrooms?
What tech has brought the most value to classrooms?
Recording audio or video is incredibly powerful. It lets learners reflect, improve, and gain insight into their skills. Videoconferencing has also made a huge impact—like the British Council project in Uruguay, where remote teachers were just as effective as in-person ones. And now, AI is reshaping how we write, think, and prepare for work. It's transforming what skills we need—not just in school, but in life.
Recording audio or video is incredibly powerful. It lets learners reflect, improve, and gain insight into their skills. Videoconferencing has also made a huge impact—like the British Council project in Uruguay, where remote teachers were just as effective as in-person ones. And now, AI is reshaping how we write, think, and prepare for work. It's transforming what skills we need—not just in school, but in life.
Recording audio or video is incredibly powerful. It lets learners reflect, improve, and gain insight into their skills. Videoconferencing has also made a huge impact—like the British Council project in Uruguay, where remote teachers were just as effective as in-person ones. And now, AI is reshaping how we write, think, and prepare for work. It's transforming what skills we need—not just in school, but in life.
“... we see no difference between those who have face-to-face teachers and those who have virtual remote teachers when it comes to what they learn”
“... we see no difference between those who have face-to-face teachers and those who have virtual remote teachers when it comes to what they learn”
“... we see no difference between those who have face-to-face teachers and those who have virtual remote teachers when it comes to what they learn”
What advice would you give teachers exploring new tools?
What advice would you give teachers exploring new tools?
What advice would you give teachers exploring new tools?
First, know your students—what they use, what they like, and what access they have. Don’t feel pressured to use tools just because others do. Start small, follow your curiosity, and talk to colleagues. Try things out and share what works. And before using any tech, ask: why am I doing this? Is it going to help learning or just add more work? If it doesn’t bring clear value, it might not be worth it.
First, know your students—what they use, what they like, and what access they have. Don’t feel pressured to use tools just because others do. Start small, follow your curiosity, and talk to colleagues. Try things out and share what works. And before using any tech, ask: why am I doing this? Is it going to help learning or just add more work? If it doesn’t bring clear value, it might not be worth it.
First, know your students—what they use, what they like, and what access they have. Don’t feel pressured to use tools just because others do. Start small, follow your curiosity, and talk to colleagues. Try things out and share what works. And before using any tech, ask: why am I doing this? Is it going to help learning or just add more work? If it doesn’t bring clear value, it might not be worth it.
What digital habits would you recommend to learners?
What digital habits would you recommend to learners?
What digital habits would you recommend to learners?
Use what you already enjoy—watch shows in the target language, listen to songs, or play games. Your brain will naturally start making connections. If you like music, try singing along. It helps with pronunciation. Change your game’s language to the one you're learning. Even if you don’t understand everything, the engagement will push your language forward. The key is to connect learning with things you already love.
Use what you already enjoy—watch shows in the target language, listen to songs, or play games. Your brain will naturally start making connections. If you like music, try singing along. It helps with pronunciation. Change your game’s language to the one you're learning. Even if you don’t understand everything, the engagement will push your language forward. The key is to connect learning with things you already love.
Use what you already enjoy—watch shows in the target language, listen to songs, or play games. Your brain will naturally start making connections. If you like music, try singing along. It helps with pronunciation. Change your game’s language to the one you're learning. Even if you don’t understand everything, the engagement will push your language forward. The key is to connect learning with things you already love.
“I think you do need to and you have a responsibility to be curious and to investigate a little bit too”
“I think you do need to and you have a responsibility to be curious and to investigate a little bit too”
“I think you do need to and you have a responsibility to be curious and to investigate a little bit too”
What excites or worries you most about AI in education?
What excites or worries you most about AI in education?
What excites or worries you most about AI in education?
It depends on the day. Sometimes I’m excited by how much time it saves or how it helps teachers. But I also worry about teachers using AI to create assignments, students using AI to answer them, and then teachers using AI again to grade it. No one learns that way. We need to think critically, use AI responsibly, and make sure people—not just machines—stay involved in learning and assessment.
It depends on the day. Sometimes I’m excited by how much time it saves or how it helps teachers. But I also worry about teachers using AI to create assignments, students using AI to answer them, and then teachers using AI again to grade it. No one learns that way. We need to think critically, use AI responsibly, and make sure people—not just machines—stay involved in learning and assessment.
It depends on the day. Sometimes I’m excited by how much time it saves or how it helps teachers. But I also worry about teachers using AI to create assignments, students using AI to answer them, and then teachers using AI again to grade it. No one learns that way. We need to think critically, use AI responsibly, and make sure people—not just machines—stay involved in learning and assessment.
Do you think AI will replace teachers?
Do you think AI will replace teachers?
Do you think AI will replace teachers?
Not unless we reach artificial general intelligence. If that happens, it won’t just be teachers—it’ll affect all of us. But until then, no. Teachers play a vital role, especially in helping learners make sense of information, reflect, and develop critical thinking. Those are things machines can’t replace—at least not yet.
Not unless we reach artificial general intelligence. If that happens, it won’t just be teachers—it’ll affect all of us. But until then, no. Teachers play a vital role, especially in helping learners make sense of information, reflect, and develop critical thinking. Those are things machines can’t replace—at least not yet.
Not unless we reach artificial general intelligence. If that happens, it won’t just be teachers—it’ll affect all of us. But until then, no. Teachers play a vital role, especially in helping learners make sense of information, reflect, and develop critical thinking. Those are things machines can’t replace—at least not yet.
