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The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
The TESOL Technology Standards FLiT 2013
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The TESOL Technology Standards FLiT 2013

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Talk presented at the 2013 Foreign Language Instructional technology Conference in Nicosia, Cyprus, in December 2013; Deborah Healey and Sophie Ioannou-Georgiou

Talk presented at the 2013 Foreign Language Instructional technology Conference in Nicosia, Cyprus, in December 2013; Deborah Healey and Sophie Ioannou-Georgiou

Published in: Education, Technology
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  • UNESCO Information and Communication Technology Competency Standards for Teachers
  • Pedagogy is front and center – technology has to be suitableBy Filosofiasfilosoficas (File:Filossegundologo.JPG) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
  • Identify and evaluate – don’t just accept blindly
  • Appropriate use of available material
  • http://school.phillipmartin.info/school_teacher5.htm
  • Admins are responsible for giving teachers a role to play in decision-making and power to make changes.
  • http://www.tesol.org/BookLanding?productID=721http://www.tesol.org/docs/books/bk_technologystandards_framework_721.pdf
  • Transcript

    • 1. The TESOL Technology Standards: Leading the Field Forward Deborah Healey, University of Oregon Sophie Ioannou-Georgiou, Cyprus Ministry of Education https://sites.google.com/site/techstandardsresources/
    • 2. Agenda • • • • • • Why standards? What the Standards are and aren’t Elements of the standards –overview Sample teacher standard Effects of the standards Where to learn more
    • 3. Rationale • Improve practice – teaching and learning • Encourage professional development • Provide guidance for teacher educators • Provide guidance for administrators
    • 4. Technology Standards: Basic premises • Started with learner goals => teacher goals • Single volume - teacher and learner standards together • Online teaching integrated • 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. Technology Standards NOT o US-centered => ISTE NETS o Centralized education => NETS, UNESCO ICT-CST o Extensive access to technology Unique assumptions o o o o Locally “available technology” – low, mid, high Locally-determined “appropriate use” Teachers acting individually Language pedagogy at the core
    • 6. Elements of the Standards • Two sets of standards: language learner and language teacher • Goals • Standards • Performance indicators • Vignettes
    • 7. Standards for Language Learners • Three overarching goals o o o o Each with two to five standards 11 standards in all Performance indicators Vignettes as examples Standard 1 Standard 2 Standard 1 Standard 3 Goal 1 Standard 4 Standard 2 Goal 2 Standard 2 Standard 1 Standard 3 Goal 3 Standard 4 Standard 5
    • 8. Standards for Language Teachers • Four overarching goals o Each with three to four standards o 14 standards in all o Most standards with two levels of performance indicators: basic and expert Standard 1 o Performance indicators o Vignettes as examples Standard 2 •Basic performance indicators •Expert performance indicators •Vignette •Performance indicators •Vignette Goal 2 Standard 3 •Basic performance indicators •Expert performance indicators •Vignette
    • 9. Sample teacher standard • Goal 2 Standard 1 Language teachers identify and evaluate technological resources and environments for suitability to their teaching context. By Filosofias filosoficas, via Wikimedia Commons
    • 10. Goal 2 Standard 1 • Performance indicators o Identify technological resources and limitations in their current environment o Identify and evaluate tech environments to meet specific learning/teaching goals o Evaluate technology resources for alignment with student needs and abilities
    • 11. Effects • Benchmarks – syllabi and objectives • Sample from Goal 2 Standard 1 Ensure that available technology is used effectively o Low resource: Download relevant online material for class use to provide authentic material o Mid resource: Prepare students in a whole-class setting for use of online material independently o High resource: Have students create material for others to use
    • 12. Effects • Learner and teacher awareness o “Digital natives” are not experts in learning with technology o Enable students to use technology appropriately • Stressed in Teacher and Learner Standards
    • 13. Effects • Teacher development o Pre-service – guidelines for teacher educators o In-service – Can-Do statements help point out areas for improvement
    • 14. Sample Can-Do Statements • Teacher Goal 2 Standard 1: identifying tech resources available and limitations in their context o I am aware of hardware resources in and outside my institution o I know about different communication technologies in and outside the institution o I know about free and paid digital material available online o I am aware of courseware, including course management systems, available to me
    • 15. Program administrators • Standards call for o Training o Tech support o Compensation for expertise • Standards apply broadly o Face-to-face environments o Online o Hybrid environments
    • 16. Rubric for Program Administrators • Goal 2 Standard 1: Teachers identify and evaluate resources and environments o Teachers are part of decision-making about technology purchases and use. o If students in online courses have poor connectivity, the teacher adapts the material used (e.g., video may not be usable in lowbandwidth areas)
    • 17. 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.
    • 18. Where to learn more • Tech Standards Resources: sites.google.com/site/techstandardsresources • TESOL Technology Standards Framework Document (2009) (free download): www.tesol.org/docs/books/ bk_technologystandards_framework_721.pdf • TESOL Technology Standards: Description, Implementation, Integration (2012): www.tesol.org/BookLanding?productID=721 • Email us: dhealey@uoregon.edu, sophiecy@yahoo.com
    • 19. TESOL Technology Standards Framework document (2009) (free download): http://www.tesol.org/BookLanding?productID=721
    • 20. TESOL Technology Standards: Description, Implementation, Integration (2012) http://www.tesol.org/BookLanding?productID=721

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