CALL-IS/LTSIG Conference Tech Standards session Oct 12, 2013

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Presentation by Deborah Healey, Phil Hubbard, Sophie Ioannou-Georgiou, and Paige Ware (with help from Elizabeth Hanson-Smith) given as part of the online conference, Using Technology in Teaching: …

Presentation by Deborah Healey, Phil Hubbard, Sophie Ioannou-Georgiou, and Paige Ware (with help from Elizabeth Hanson-Smith) given as part of the online conference, Using Technology in Teaching: Principles in Practice Oct 12, 2013
IATEFL LTSIG and TESOL CALL-IS jointly sponsored the sessions

More in: Education , Technology
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  • http://www.tesol.org/BookLanding?productID=721 http://www.tesol.org/docs/books/bk_technologystandards_framework_721.pdf

Transcript

  • 1. TESOL Technology Standards: Why, How, and for Whom Deborah Healey Phil Hubbard Sophie Ioannou-Georgiou Paige Ware October 12, 2013
  • 2. Outline  Introduction and background  Other standards  Teacher preparation and the Standards  Vignettes  How teachers can use the Standards
  • 3. Why have the Standards?      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
  • 4. Basic premises        Started with learner goals => teacher goals Single volume with both teacher and learner standards together Online teaching integrated, not a separate category Global outlook – “available technology” “Technology” defined as digital, not just computer Basic and “expert” teacher level Sensitive to varied contexts (EFL, ESL, child, adult, ESP, etc.)
  • 5. Standards for Language Learners  Three overarching goals     Each with two to five standards 11 standards in all Performance indicators Vignettes as examples
  • 6. Learner goals  Demonstrate foundational knowledge and skills in technology for a multilingual world   Use technology in socially and culturally appropriate, legal, and ethical ways   4 Standards 2 Standards Effectively use and critically evaluate technologybased tools as aids in the development of their language learning competence as part of formal instruction and for further learning.  5 Standards
  • 7. Standards for Language Teachers  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
  • 8. Teacher goals  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
  • 9. Teacher goals  Apply technology in record keeping, feedback, and assessment   3 Standards Use technology to improve communication, collaboration, and efficiency  3 Standards
  • 10. Standards and Teacher Education Phil Hubbard
  • 11. Links to Other Standards  ISTE NETS  UNESCO  See Use TESOL tables as a model for other standards
  • 12. Links to other Standards: NETS TESOL LEARNER STANDARDS ISTE NETS FOR STUDENTS (2007) GOAL 1: Language learners demonstrate 6. Students demonstrate a sound foundational knowledge and skills in technology understanding of technology concepts, for a multilingual world systems, and operations. STANDARD 1. Language learners demonstrate basic operational skills in using various technology tools and internet browsers. 6a. Students understand and use technology systems. 6c. Students troubleshoot systems and applications. STANDARD 2: Language learners are able to use available input and output devices (e.g., keyboard, mouse, printer, headset, microphone, media player, electronic whiteboard). 6a. Students understand and use technology systems. 6c. Students troubleshoot systems and applications. STANDARD 3: Language learners exercise 5a. Students advocate and practice safe, appropriate caution when using online sources legal, and responsible use of information and when engaging in electronic communication. technologies. STANDARD 4: Language learners demonstrate basic competence as users of technology. 6b. Students select and use applications effectively and productively.
  • 13. TESOL Tech Standards in Teacher Ed  Roles   Administrator  Teacher being educated   Teacher educator Local “expert” Settings  Certificate/degree programs  In-house programs  Autonomous learning
  • 14. TESOL Tech Standards in Teacher Ed  Approaches to teacher education   Depth first (specific technology/application; usually project-based)   Breadth first (survey course): e.g., most textbooks and http://www.stanford.edu/~efs/callcourse2 Separate course(s) or integrated throughout? Integrating the TESOL Standards  Concordance with text/syllabus  Noting and filling gaps
  • 15. Goals for educating self/others  Recognize the differences between technological and pedagogical skill and knowledge bases—develop both  Build and maintain technological pedagogical content knowledge (TPACK) specifically for language teaching (http://www.tpack.org/)  Goal 1, Standard 3 of the TESOL Technology Standards for Teachers: Language teachers actively strive to expand their skill and knowledge base to evaluate, adopt, and adapt emerging technologies throughout their careers.
  • 16. Recommended approach for teachers  Review the standards; identify gaps  Check performance indicators & “can do” lists  Situate your development as much as possible within your actual teaching through projects  Create a formal or informal portfolio, linked to specific standards; for example, make your own vignettes….
  • 17. The Technology Standards’ Vignettes and How to Use Them Sophie Ioannou Georgiou & Paige Ware
  • 18. What is a vignette?  According to the Free Online Dictionary: (http://www.thefreedictionary.com/vignette) 1. A decorative design placed at the beginning or end of a book or chapter of a book or along the border of a page. 2. An unbordered picture, often a portrait, that shades off into the surrounding color at the edges. 3. a. A short, usually descriptive literary sketch. b. A short scene or incident, as from a movie.
  • 19. What is a vignette?  According to the Free Online Dictionary: (http://www.thefreedictionary.com/vignette) 1. A decorative design placed at the beginning or end of a book or chapter of a book or along the border of a page. 2. An unbordered picture, often a portrait, that shades off into the surrounding color at the edges. 3. a. A short, usually descriptive literary sketch. b. A short scene or incident, as from a movie.
  • 20. TESOL Technology Standards Vignettes Aim to: better illustrate the Standards through examples of teachers and students showing their competence in their teaching and learning as regards the various goals and performance indicators. help readers visualize the standards in their contexts
  • 21. Vignettes: the importance of context (1) Learners: Type of learner: e.g. EFL, ESL, ESP, IEP Age of learner: VYL 6-8, YL 9-12 / Teen: 13-18 /Adult Language level:     According to TESOL Technology Standards Label: Starting, Emerging, Expanding, Bridging, Mastery According to TESOL Adult Ed. Standards level: Literacy, Beginning, Low/high intermediate, low/high Advanced According to TESOL PreK-12: Level 1 – Level 5 According to CEFR: A1, A2, B1, B2, C1, C2
  • 22. Vignettes: the importance of context (2) teacher The Teacher    for: EFL/ESL/ IEP/ ESP / VYL, YL, Teens, Adults Other teachers (teacher trainer/educator) Teaching  The four skills, integrated skills, media literacy, cultural literacy, computer literacy, etc. Teaching   targets: a: Blended course Online course
  • 23. Vignettes: the importance of context (3) The Setting EFL/ ESP/IEP/ESL/ etc./ Technology    Low-resource, low-access Medium-resource, medium-access High-resource, high-access
  • 24. A vignette for Technology Standards for Language Teachers (expert level) Vignette for Teacher Goal 4: Language Teachers use technology to improve communication, collaboration and efficiency  Standard 2: Language teachers regularly reflect on the intersection of professional practice and technological developments so that they can make informed decisions regarding the use of technology to support language learning and communication
  • 25. A vignette for Technology Standards for Language Teachers (expert level), continued  Performance Indicators:  Language teachers stay informed about how to use new technologies for instructional and professional purposes Language teachers integrate technology in innovative ways Language teachers engage in research (including classroom-based) an share the results    Language teachers advise decision-makers about appropriate technology resources and environments
  • 26. A vignette for Technology Standards for Language Teachers (expert level), continued Background: Teacher: teacher trainer, background or degree in CALL Context: community of practice for CFP Focus: individual teacher conducts ongoing, individualised professional development to stay abreast of innovations in technology
  • 27. Vignette  Low-resource / low-access: access to a forum through computer or mobile phone, low-bandwidth Internet access: writes on a blog, attends text chats and webinars whenever possible  Medium resource / medium access: one or more computers, good internet access, headset, webcam, smart phone: regularly attends live text/video/audio chats and webinars, regular contact with online community through instant messaging, internet phone technologies and online conferencing, follows online blogs, experiments with tools and software on different types of computers  High resource/high access: as above with high Internet access, sets up a presence in a virtual community where s/he explores new tools, attends presentations and examines virtual environments and games.
  • 28. Using vignettes for teacher training  Provide small groups with the basic 1,2,3, steps of information from a vignette—but stripped of how to use the technology  Invite them to develop a way to meet the pedagogical goals for each of the three technology access levels
  • 29. Pedagogical goals    Pedagogical goal #1: learn about conventions of personal interaction in different settings Pedagogical goal #2: role-play to demonstrate understanding of choices Pedagogical goal #3: Reflect on own speech by listening to and reflecting on choices
  • 30. Technology levels
  • 31.  After a large group share-out, provide students with the examples from the book for comparing with their own suggestions  Keep a chart of the technologies suggested
  • 32. “Each one teach one tech”     Provide ample time for learning new technologies during the session Encourage creative and flexible pedagogical choices Develop technological curiosity and ideasharing Honor nervousness but use the “low-tech” setting as a way to move teachers forward
  • 33. Where to learn more  TESOL Technology Standards Framework document (2009) (free download): http://www.tesol.org/docs/books/bk_technologystand ards_framework_721.pdf  TESOL Technology Standards: Description, Implementation, Integration (2012): http://www.tesol.org/BookLanding?productID=721  Email us: dhealey@uoregon.edu, phubbard@stanford.edu, sophiecy@yahoo.com, pware@mail.smu.edu
  • 34. TESOL Technology Standards Framework document (2009) (free download): http://www.tesol.org/BookLanding?productID=721
  • 35. TESOL Technology Standards: Description, Implementation, Integration (2012) http://www.tesol.org/BookLanding?productID=721
  • 36. Final comments  Bad teaching will not disappear with the addition of technology, no matter how advanced  Good teaching will benefit from appropriate use of technology to help learners achieve their goals.  Ultimate interpretation of the standards needs to be pedagogical, not technical.
  • 37. Questions? Ideas?