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Enhancing Teaching with the TESOL Technology Standards

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Silvia Laborde

on 29 May 2016

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Transcript of Enhancing Teaching with the TESOL Technology Standards

SESSION OUTLINE
Dr. Deborah Healey
University of Oregon
Introducing the basic beliefs about teaching, learning, and technology that were central to the creation of the Technology Standards, plus a commitment to make them relevant globally, in a wide range of settings. The Standards took more than three years, with contributions from over 15 different people.
Introduction to the Technology Standards
Lic. Silvia Laborde
Alianza Cultural Uruguay-Estados Unidos
Using the the TESOL Technology Standards to understand which technological skills language EFL/ESL teachers need and how to integrate technology into teaching more effectively. An experience using these standards to diagnose and to make informed decisions at the administrative level.
An Application in an EFL Context
Dr. Elizabeth Hanson-Smith
University of Oregon
Creating the lesson plan vignettes for different levels, what the different technology levels imply, and how the "levels" of English proficiency for learners were determined based on several different scales used by organizations in the U.S. and Europe.
Creating Vignettes
Enhancing Teaching with the
TESOL Technology Standards

Dr. Greg Kessler
Ohio University
Springboard to Innovative Pedagogical Practice
An Application in a TESL/TEFL Methods Course
Dr. Phil Hubbard
Stanford University
Integrating the TESOL Technology Standards into a TESL/TEFL methods course and some of the challenges both the students and teacher faced in doing so. In particular, this includes the differences between how the standards can be interpreted by pre-service vs. in-service teachers.
Image courtesy of Master isolated images at FreeDigitalPhotos.net
Q&A
Introduction
Creating vignettes
An application in an EFL context
An application in a TESL/TEFL methods course
Springboard to innovative pedagogical practice
Q&A

What tech should we invest in?
How do we help teachers coherently incorporate that tech into their teaching?
How can we keep up with the impossibly fast changes?
Are students ready to learn using varied technology? If not, how do we help them?
Why technology standards?
Image courtesy of KROMKRATHOG at FreeDigitalPhotos.net
Teachers and technology
Teachers of English to Speakers of Other Languages, Inc. (TESOL). (2011). TESOL Technology Standards Framework. Alexandria, VA: Author.
GOAL
STANDARD
Performance
Indicators
(wide range
of settings)
The four goals in the teacher stds
Language teachers acquire and maintain foundational knowledge and skills in technology for professional purposes
Language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning.
Language teachers apply technology in record-keeping, feedback, and assessment.
Language teachers use technology to improve communication, collaboration, and efficiency.
A practical application
TECH DIAGNOSIS
1. Operational competence

a) Write the name next to all the items that you are familiar with. About Linux: I know which application is used to:
write text documents _________________
chat _________________
talk to someone through the PC ____________
make presentations _________________
make a spreadsheet _________________
surf the net _________________
make podcasts _________________
listen to podcasts _________________
make video podcasts (vodcasts) ___________
watch video podcasts _________________
b) Put a check mark next to all the items that are true for you. About the Open Office suite: I can
open, modify, and save a text document
open, modify, and save a presentation
open, modify, and save a spreadsheet
cut, copy, and paste within these applications
insert images, audio, and video within these applications
c) Put a check mark next to all the items that are true for you. About xsite email: I can
read messages
create a new message
carbon copy and blind carbon copy other people
change password
send an attachment
add an image
add a background
get reader confirmation
activate vacation responder
2. Technology support for language learning
a) Name the tech tools that are available for you to teach and students to learn
b) If you use a tech tool with your students for any of the following, write the name and briefly explain how you use it (if possible mention how often):

practice speaking practice writing
practice reading practice listening
practice grammar build lexis
work collaboratively and cooperatively other:
build a sense of community
self assess achievement
develop critical thinking

c) How does the technology you use in your lessons impact on students' learning? How do you assess it? Do students have a say in how tech is integrated into lessons? If so, how?
3. Evaluating, adopting and adapting emerging technologies

a) How do you keep informed about new tech
resources?

b) What online resources do you use most often?

c) Do you participate in any online communities, forums, mailing lists related to teaching? How are they useful?

d) How do you decide to try out some new technology/application in your class?
Highlights: Survey Results
13 teachers answered

1. Operational competence

a) Write the name next to all the items that you are familiar with. About Linux:

100% write text, surf
30% talk, make a spreadsheet
23% chat, make a presentation
15% make a podcast, vodcast, watch a vodcast
Highlights: Survey Results
1. Operational competence

b) About the Open Office suite:

100% write text and perform most basic functions
38% make a presentation
23% make a spreadsheet

c) About xsite mail:

100% read, create, cc, add attachment
70% add image
62% change password
0% reader confirmation, vacation responder
Highlights: Survey Results
2. Technology support for language learning

a) tech tools available to teach

100% DVD, TV set, CD player (always)
54% PC lab, audio lab (rarely)
0% cell phones, digital camera, mp3s

b) explain how you use the tech you use:

100% gave examples of classic use of DVDs, CD players for
listening practice, pronunciation work, build lexis
46% PC lab: online listening exercises, grammar
exercises, vocabulary building, games with kids
15% PPT presentations in the DVDs (USB port) to introduce
vocabulary
0% cooperative & collaborative work, build sense of
community, self assess, develop critical thinking
Highlights: Survey Results
c) impact of tech and assessment
Students like it. Not assessed

3. Evaluating, adopting and adapting emerging tech

a) keep informed about new tech
85% colleagues
30% visiting specific portals
15% mailing lists
100% dictionaries
b) online resources used most often
77% sites for gr, list., or exam practice
c) online communities, forums, mailing lists
15% mailing lists
d) decision process to try out new technology
38% a colleague suggests
30% see something and try it
15% transfer from areas outside of teaching
Tech Stds as a Decision-making Tool
Data Analysis
Conclusions
Operational compt.

Very few ts can talk, chat, make podcasts, vodcasts, ppts

Mail: ok in general, some details not clear


Need to motivate, instruct, show the pedag. impact


Instruction needed
Tech Stds as a Decision-making Tool
Data Analysis
Conclusions
Tech support for LL

Still in the 80's

PC lab used for mechanical work, edutainment (& even so rarely)

Couple of Ts show drive, enthusiasm, & risk taking


Classrooms need to change “look”

Work on “trust”
Understand the role of tech in education today
Explore options

Some Ts are already ahead of the rest.
They are “insiders”
Tech Stds as a Decision-making Tool
Data Analysis
Conclusions
Tech not used as sts use it outside

No assessment of what little is being done

Adopting & adapting

Ts rely on each other as sources of info

Resources used for mechanical work
Waste of comm potential. Collab & coop work needed

Need to know sts perceptions of the impt of tech in LL



Vicious circle


Better resources, better uses
Tech Stds as a Decision-making Tool
Data Analysis
Conclusions
Very few Ts participate in online communities or know where to find info

Very little knowledge about resources and how to use them

Few Ts take risks, try out new things, experiment
Raise awareness about online communities.


Raise awareness and learn how to use available materials & resources

Encourage risk taking, show benefits, assess
One PC per classroom: internet conn., webcam, mic, DVD burner, enhanced audio system, all in an intranet
Instruction in the use of available software during paid PD sessions
PD sessions to discuss & understand the role of digital tech in LL
Paid techie role for a teacher with special skills and high motivation: research sources, assist colleagues, explore possibilities of our mid-resource, mid-access setting
Decisions
Decisions
Added several titles to our PD library on tech
Creation of an online community to interact with each other asynchronously
Institutional wiki where sts & ts can participate in projects, build a sense of community, work collaboratively & cooperatively
(2010) Creation of a task force (teacher mentor, techie, & materials organizer). Meet once a week as a think tank: optimize tech impact in LL
And then some...
The techie, mentor & materials organizer started a personal project & invited colleagues to participate:
GOOGLE DRIVE PLANNING PROJECT

100% of the teachers plan their classes there in a collaborative & cooperative fashion
powerful PD tool in itself
alignment
sense of belonging
teacher task less lonely
Image courtesy of nongpimmy at FreeDigitalPhotos.net
Bad teaching will not disappear with the addition of technology

Good teaching will benefit from appropriate use of technology


Take-aways
Standards for Adult Education Programs
(Alexandria, VA: TESOL, 2003: 151–156)

PreK-12 English Language Proficiency Standards
(Alexandria, VA: TESOL, 2006, p. 39)

Common European Framework of Reference for Languages (Council of Europe, 2010)
http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html




Vignette

Technology Tasks:
Low-resource, low-access
One-computer classroom and data projector – teacher presents explanation of grammar, usage, vocab; students take turns creating their own flashcards and using learning games














7 teacher and 3 student = 10 vignettes
The  TESOL Technology Standards establish benchmark expectations that enhance current pedagogical practices. These practices can also lead toward many exciting new innovative practices, with a focus on autonomy, collaboration and cooperation.
Framework document – free PDF download
The standards themselves
A few vignettes
TESOL Technology Standards: Description, Implementation, Integration
– book from TESOL Publications
Standards
vignettes
Can-dos for self-assessment
research
comparisons with other standards
more...
Acquire and maintain foundational knowledge and skills in technology for professional purposes
4 Standards
Integrate pedagogical knowledge and skills with technology to enhance language teaching and learning
4 Standards
Teacher goals
Four overarching goals
Each with three to four standards
14 standards in all
Most standards with two levels of performance indicators: basic and expert
Performance indicators
Vignettes as examples
Standards for Language Teachers
Three overarching goals:
Each with two to five standards
11 standards in all
Performance indicators
Vignettes as examples
Standards for Language Learners
Two sets of standards:
language learner and
language teacher
Goals
Standards
Performance indicators
Vignettes
Elements of the Standards
NOT
US-centered => ISTE NETS
Centralized education => NETS, UNESCO ICT-CST
Extensive access to technology
Unique assumptions
Locally “available technology” – low, mid, high
Locally-determined “appropriate use”
Teachers acting individually
Language pedagogy at the core
Technology Standards
Started with learner goals => teacher goals
Single volume - teacher and learner standards
Online teaching integrated
Global outlook – “available technology”
“Technology” defined as any digital use
Basic and “expert” teacher level
Sensitive to varied contexts (EFL, ESL, child, adult, ESP, etc.)
Basic premises
Improve practice – teaching and learning
Encourage professional development
Provide guidance for teacher educators
Provide guidance for administrators
Why standards?
Introduction to the Technology Standards
Apply technology in record keeping, feedback, and assessment
3 Standards
Use technology to improve communication, collaboration, and efficiency
3 Standards
Teacher goals
Demonstrate foundational knowledge and skills in technology for a multilingual world
4 Standards
Use technology in socially and culturally appropriate, legal, and ethical ways
2 Standards
Effectively use and critically evaluate technology-based tools as aids in the development of their language learning competence as part of formal instruction and for further learning.
5 Standards
Learner goals
Prompt language teachers to learn to use technology appropriately and effectively
Articulate a clear set of stages for the development of teacher IT competence
Provide direction and motivation for integrating technology into teacher education
Guide administrators and policy makers
Help minimize the digital divide - between countries and within countries
Why the Tech Standards?
Deborah Healey, University of Oregon

dhealey@uoregon.edu
ehansonsmi@gmail.com
kessler@ohio.edu
efs@stanford.edu
silvia.laborde@alianza.edu.uy
Full transcript