Presentation given at various workshops and conferences about a model of competences for the telecollaborative teacher. A paper has since been published about this. Contact me to receive a copy.
Integrating Telecollaboration in different educational contexts – identifying...Robert O'Dowd
In the context of foreign language education, ‘telecollaboration’ refers to the application of online communication tools to bring together classes of language learners in geographically distant locations to develop their foreign language skills and intercultural competence through collaborative tasks and project work. The interaction has traditionally been text-based and asynchronous, however, the recent advances of Web 2.0 online communication have meant that synchronous oral communication as
well as multimodal exchanges involving combinations of different media are becoming increasingly popular. This presentation and workshop will review the different models or configurations of online intercultural exchange which have been employed in the foreign language classroom to date and also explores the new options and opportunities which are emerging from Web 2.0 contexts. We will outline the main research findings related to the barriers and challenges to integrating this activity into educational curricula and we will also its key contributions to foreign language learning. Finally, in our workshop we will explore how telecollaboration can be integrated into teacher training in Germany and also in vocational training.
Telecollaboration for CLIL Teachers in Secondary EducationRobert O'Dowd
Introductory workshop on telecollaboration for secondary school teachers of Bilingual Education / CLIL in Spain. The workshop took place on 7 July 2016 at la Universidad Menéndez Pelayo de Valencia.
Twenty years on and still reinventing the wheel? A critical review of Telecollaborative Exchange in Foreign Language Education
Robert O’Dowd, University of León, Spain
Eurocall 2015 Keynote Presentation
University of Padova, 26 August 2015
http://www.eurocall2015.it/
Abstract and Bibliography
Contact:
robert.odowd@unileon.es
See the presentation slides (August 2015):
http://www.slideshare.net/dfmro
Join UNICollaboration:
www.unicollaboration.eu
It has been 20 years since the first major publications on online intercultural interaction and exchange began to appear in the CALL literature(Cummins & Sayers, 1995; Eck, Legenhausen & Wolff, 1995; Warschauer, 1995). Since then, we have seen telecollaboration go on to become one of the pillars of CALL research and practice.
Therefore, it is appropriate that the 20th anniversary of these publications coincides with this Eurocall conference calling on us “…to unpack and examine some of the assumptions that may have become ingrained in our practice, and also to reflect on the state of CALL and language pedagogy”. As telecollaboration begins to enter the mainstream of university education, it is indeed high time thatweask ourselves some challenging questions regarding the principles which underlie our practices, the effectiveness and impact of what we do,and the potential value of our work for other areas of university teaching and learning.
In this plenary Itake a critical look at both research and practice of telecollaboration over the past 20 years
Integrating Telecollaboration in different educational contexts – identifying...Robert O'Dowd
In the context of foreign language education, ‘telecollaboration’ refers to the application of online communication tools to bring together classes of language learners in geographically distant locations to develop their foreign language skills and intercultural competence through collaborative tasks and project work. The interaction has traditionally been text-based and asynchronous, however, the recent advances of Web 2.0 online communication have meant that synchronous oral communication as
well as multimodal exchanges involving combinations of different media are becoming increasingly popular. This presentation and workshop will review the different models or configurations of online intercultural exchange which have been employed in the foreign language classroom to date and also explores the new options and opportunities which are emerging from Web 2.0 contexts. We will outline the main research findings related to the barriers and challenges to integrating this activity into educational curricula and we will also its key contributions to foreign language learning. Finally, in our workshop we will explore how telecollaboration can be integrated into teacher training in Germany and also in vocational training.
Telecollaboration for CLIL Teachers in Secondary EducationRobert O'Dowd
Introductory workshop on telecollaboration for secondary school teachers of Bilingual Education / CLIL in Spain. The workshop took place on 7 July 2016 at la Universidad Menéndez Pelayo de Valencia.
Twenty years on and still reinventing the wheel? A critical review of Telecollaborative Exchange in Foreign Language Education
Robert O’Dowd, University of León, Spain
Eurocall 2015 Keynote Presentation
University of Padova, 26 August 2015
http://www.eurocall2015.it/
Abstract and Bibliography
Contact:
robert.odowd@unileon.es
See the presentation slides (August 2015):
http://www.slideshare.net/dfmro
Join UNICollaboration:
www.unicollaboration.eu
It has been 20 years since the first major publications on online intercultural interaction and exchange began to appear in the CALL literature(Cummins & Sayers, 1995; Eck, Legenhausen & Wolff, 1995; Warschauer, 1995). Since then, we have seen telecollaboration go on to become one of the pillars of CALL research and practice.
Therefore, it is appropriate that the 20th anniversary of these publications coincides with this Eurocall conference calling on us “…to unpack and examine some of the assumptions that may have become ingrained in our practice, and also to reflect on the state of CALL and language pedagogy”. As telecollaboration begins to enter the mainstream of university education, it is indeed high time thatweask ourselves some challenging questions regarding the principles which underlie our practices, the effectiveness and impact of what we do,and the potential value of our work for other areas of university teaching and learning.
In this plenary Itake a critical look at both research and practice of telecollaboration over the past 20 years
At the ‘Second International Conference on Telecollaboration in Higher Education' my colleagues and I announced plans to launch an academic organisation for telecollaboration and virtual exchange. This is an outline of our ideas.
Presentation by Géraldine Libreau (European Commission) during the EESC hearing on Volunteering infrastructure and quality of volunteering (23.02.2011)
A National ICT Competency Framework for Student TeachersJeroen Bottema
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
At the ‘Second International Conference on Telecollaboration in Higher Education' my colleagues and I announced plans to launch an academic organisation for telecollaboration and virtual exchange. This is an outline of our ideas.
Presentation by Géraldine Libreau (European Commission) during the EESC hearing on Volunteering infrastructure and quality of volunteering (23.02.2011)
A National ICT Competency Framework for Student TeachersJeroen Bottema
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
Capacity building for 21st century learning in secondary schools in AfricaPetra Fisser
This symposium brings together researchers who are evaluating ICT-integration in developing countries. The variety of the studies addresses many of the current issues related to the processes of and capacity building for ICT-integration. The contributors to the symposium will be invited to focus on the consequences of their study with respect to professional development and policy making. This relation fits into the conference theme “Excellence of teachers? Practice, policy, research”. The discussion will focus on the challenges and opportunities inherent in understanding how to prepare schools in developing countries for capacity building in the field of educational ICT use.
Teachers' Digital Competence and Participation in teacher networks (ED-Medi...Riina Vuorikari
Presentation from the ED-Media symposium "Teachers’ Role in the SNS-Era". Abstract:
Teacher networks, i.e. communities to share and co-construct professional knowledge, are touted to be important for teachers’ continuous professional development. Especially social networks and online communities can offer opportunities anywhere, anytime and at a relatively low cost as compared to on-site training. In this paper we present a concept for comparing a set of teachers’ digital competence frameworks at international and national level with a specific focus on indicators for participation and activities in teacher networks. Furthermore, using data from Survey of Schools: ICT in education we present national differences regarding participation in teacher networks and reflect it through some national programmes focusing on teachers' digital competence building. The final aim of the paper is to reflect how teachers' participation and activities in teacher networks could better be studied as part of digital competence with a final aim to support the European level policy actions as outlined in the newly launched Communication on Opening Up Education by the European Union.
Contact=Learing? Keynote at DGFF, Germany 2019Robert O'Dowd
Slides from my keynote at the Kongress der Deutschen Gesellschaft für Fremdsprachenforschung: 28.09.2019
Julius-Maximilians-Universität Würzburg, Germany
Establishing the Impact of Virtual Exchange in Foreign Language EducationRobert O'Dowd
This plenary talk was given at the National Forum for English Studies 2019 at the Faculty of Education and Society, Mälmö University, Sweden 10-12 April 2019.
Presentation "The Influence of Teacher Intervention on Quality of Interaction in a Telecollaboration" at UNICollaboration 2018 by Robert O’Dowd, Shannon Sauro & Elana Spector-Cohen.
Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange Robert O'Dowd
Keynote presentation at Sixth International Conference on the Development and Assessment of Intercultural Competence:
Intercultural Competence and Mobility: Virtual and Physical
Entering the World of Virtual Exchange: Learning from Teachers’ Experiences Robert O'Dowd
Keynote presentation of the International conference of the KA2 Erasmus project Intercultural Communicative Competence –
A Competitive Advantage for Global Employability
International Conference in Prague, 22-23 June 2017
COIL initiatives across university education: Learning to learn from each otherRobert O'Dowd
My plenary talk for the first-ever European Conference on Collaborative Online International Learning on December 1st and 2nd 2016 at the Hague, Holland.
My presentation at the ‘Second International Conference on Telecollaboration in Higher Education - New Directions in Telecollaborative Research and Practice’ which took place in Trinity College Dublin, Ireland from 21 to 23 April 2016.
Training & Accreditation of EMI TeachersRobert O'Dowd
My presentation at Maynooth University's conference on English & Multilingualism in 21st Century Europe: https://www.maynoothuniversity.ie/english-multilingualism-21st-century-europe
Bringing your learners into the global classroomRobert O'Dowd
The need to engage students in authentic intercultural experiences has led educators to use online intercultural exchange projects with partner institutions around the globe. In this workshop, we will introduce the basic knowledge and skills necessary to set up and run such an exchange. You will learn about the UNICollaboration platform where you can find partner classes, tasks, and training tools for university collaboration. You will also learn about platform such as ePals and eTwinning for primary and secondary exchanges.
We will then go through the steps of setting up and running an online exchange and learn how to deal with the problems which can arise. You will work in groups in order to have the opportunity to simulate exchanges for your classes.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Describing the Competences of the
Telecollaborative Teacher
Robert O’Dowd
University of León, Spain
April, 2011
2. “Language Teacher Competences in CMC Settings”
• European Profile for Language
Teacher Education – A Frame of
Reference
• …the report proposes that foreign
language teacher education in the
twentyfirst century should include
the following elements of initial and
in-service education:
• 6. Participation in links with partners
abroad, including visits, exchanges
or ICT links.
• 17. Training in information and
communication technology for
pedagogical use in the
• classroom.
3. Towards a Model of Competences for
Telecollaborative Teachers:
My Plan for this Morning
•Review of available models of competences for online educators: (Hempel &
Stickler, 2005; Salmon,2003; ISTE, 2008; UNESCO, 2008)
•Identify where these fail to capture the ‘uniqueness’ of Telecollaborative (TC)
activity
•Describe the process of developing a model of TC competence for Teachers
using the Delphi Method
•Discuss the ‘dilemmas’ which emerged during the process
•Present the ‘working version’ for discussion and grading according to difficulty
•How to teach and assess TC Teacher Competence?
4. Current Incarnations of ‘Telecollaboration 2.0’
Need to develop a model of TC Teacher Competence which will be of value to
teachers and teacher-trainers working with all of these different contexts:
Educational Contexts: Classroom-integrated set-ups (Cultura), Autonomous
learning set-ups (versions of e-tandem), Distance-based set-ups (Tridem),
informal learning set-ups (Literalia: Stickler & Emke, 2011)
Types of partners for exchanges: Partner classes of L2, Individuals from C2,
Partner classes using Lengua Franca, specialised interest communities (Thorne,
Black and Sykes, 2009; Hanna and de Nooy, 2009)
Tools and Environments: ‘Closed environments’ – Moodle, ePals, eTwinning,
NINGs, ‘Public tools’ – blogs, fora, skype…
Pedagogical Approaches/Emphasis taken: Intercultural, Interactionist,
autonomy/ socioconstructivist …
5. What is involved in being a
Telecollaborative Foreign Language
Teacher?
The Roles for TC Teachers highlighted to date:
Pedagogical and Organisational:
“In the initial stages of a project the teacher is responsible for preparing learners
for the challenges to come; designing tasks which will enable them to engage
productively with members of another culture; selecting the right tools for the
project; setting basic rules; establishing a clear timeframe and providing the
space necessary for learners to reflect periodically...
(Lewis, Chanier, & Youngs, 2011: Special Issue Commentary: Language
Learning & Technology)
“Inevitably…Teacher 2.0 must be able to not only design effective
telecollaborative tasks, but be able to monitor and assess the
learner interaction (in the classroom and online) in order to optimise
the task-as-process (Dooly, 2010: 293)”
6. Models of ICT competence for
Teachers
Hempel & International UNESCO: ICT Salmon (2003): E-
Stickler (2005) Society for Competency moderator
Technology in Standards for competencies
Education (2008) Teachers
(2008)
•Basic ICT •Facilitating and • Educational •Understanding of online
competence Inspiring student Policy processes
•Tech competence learning •Curriculum &
with software •Designing digital- Assessment •Technical skills
•Dealing with age learning •Pedagogy
constraints of the experiences and •ICT (technical) •Online communication
medium assessments competence skills
•Online •Model digital-age •Organisation &
socialization work and learning Administration •Content expertise
•Facilitating •Promote digital •Teacher
communicative citizenship and professional
competence responsibility •Personal characteristics
development
•Creativity & •Engage in
Choice professional growth
7. Models of ICT competence for
Teachers – common elements…
ICT /Online
Competence
for Teachers
Technical competence- Pedagogical skills –
Online communication
basic knowledge of desgning appropriate Digital Age citizenship-
skills &
variety of tools tasks and assessment attitudes and modelling
socialisation skills
and software procedures
8. What differentiates Telecollaborative
Competence from ‘Traditional’ Online
Competence for FL Teachers?
Telecollaboration is inherently ‘intercultural’ – both in practice and in its
underlying pedagogical principles
The telecollaborative teacher is not alone – usually two or more teachers
working together from different cultural and institutional contexts - requires of the
teacher keenly refined intercultural skills and attitudes of intercultural competence
Telecollaboration tends to be a long-term, complex activity which permeates the
whole FL course – themes, tasks, classroom interaction etc.
In many telecollaborative set-ups, the active participation of the teacher in the
online interaction is not required – less need for technical ICT competence?
9. Pedagogical:
Organisational:
Task design, Exploiting
Setting up, Structuring & Integrating
an exchange an exchange for learning,
Assessment
The Competences of the
Telecollaborative Teacher
Electronic Literacy:
Tools, Affordances, Appropriate use etc.
10. How to Develop a Model of Teacher ICT
Competences (1)?
Hampel & Stickler (2005):
‘Skills pyramid for successful online FL teaching’
How was the model arrived at?
“On the basis of several years’ experience with teaching languages using
a synchronous online environment and training tutors for online language
courses (2005: 311)”
Salmon (2003):
‘E-moderator competencies’
How was the model arrived at?
1) Content analysis of online interaction
2) Focus groups – to collect qualitative data on online teachers’ experiences
3) Drafts of models adapted according to practitioner feedback (2003: 25-27).
11. How to Develop a Model of Teacher ICT
Competences (2)?
UNESCO (2008):
‘ICT Competency Standards for Teachers’
How was the model arrived at?
1) Experts Meeting on Teachers/Facilitators Training in Technology-
Pedagogy Integration
2) Multidisciplinary group workshop on Development of Guidelines for
Teacher Training in ICT Integration and Standards of Competency
International Society for Technology in Education (2008):
‘Performance Indicators for Teachers’
How was the model arrived at?
1) Developed by experts in the field of education, industry, and higher
education.
2) Vetted by individuals in more than 30 countries.
”It is more of a "wisdom from the field" methodology rather than a formal
research cycle (personal correspondence with ISTE, April 2011).
12. Developing a robust, consensual model of
Telecollaborative Competence for Teachers
Need to find an approach which:
Takes into account literature on TC Teacher competence to date
Reflects collective experience of both experienced practitioners and
researchers
Is scientifically rigorous (i.e. not anecdotal)
Is comprehensive (takes into account different forms of telecollaboration)
Produces a model which is relevant and applicable in different teacher-
education contexts (easily graded, evaluated and used with assessment tools)
13. The Delphi Method:
Delphi method – three stage iterative questionnaire-based research
technique
Aim of Delphi studies: Establish consensus in group of selected experts to ‘the
solution of a problem’ without them ever having to meet.
Advantages over a ‘focus group’ technique:
No risk of a participant’s ideas being suppressed
No one dominates proceedings
Experts work on their answers in their own timeframe
Avoids logisitics and cost probems of gathering experts together
Recent Example of use in our area: Kelly, M. Grenfell, M., Allan, R. Kriza, C. &
McEvoy, W. (2004).
14. The Delphi Method:
Procedure:
Round 1:
Draft of 30 ‘can do’ statements Telecollaborative Competence for FL
Teachers drawn up based on extensive literature review.
100 experts and experienced practitioners from different TC contexts
identified: Personal network / Authors of published literature on the area / Active
practitioners from etwinning and ePals / Colleagues recommended by experts
Participants asked to grade skills 1-5 and add comments about missing skills,
bad formulations etc.
Responses received from 60 participants & 76 separate qualitative comments
and suggestions provided by these participants.
15.
16. The Delphi Method:
Round 2:
The descriptors which received a mean value greater than four and a standard
deviation less than one were maintained (25/30). The remainder (5/30) were
eliminated.
New descriptors suggested by practitioners were incorporated (10 items). Some
of the original descriptors were also reformulated based on suggestions.
Key changes to descriptors in 2nd round:
1. Use of 'can do' statements to describe competences – practical but very
limiting – excludes knowledge, attitudes
2. Although difficult to assess and measure, necessary to identify the
attitudes and beliefs which successful telecollaborative teachers bring with
them to their exchanges.
17. Organisational Pedagogical
The Competences of the
Telecollaborative Teacher
(Round 2)
Electronic Literacy
Intercultural /Socio-affective
18. The Technical Literacy Dilemma
Contrast:
“Teachers… require a certain level of technological competence. They need
the confidence to bring technology out of the labs where it’s cloistered away and
make it part of the everyday curriculum. They need the self-assurance to venture
beyond the restrictions of pre-packaged software and explore open source
software and free web services (Pegrum, 2009).”
With:
“…many school teachers will resist the notion that they have to be able to
manage a moodle, when their schools employ an IT person to do that. In this
range of new skills being demanded, I believe teachers best expertise lies in the
language and intercultural domains, they can look for technical support.
(Respondent feedback to Round 1) “
“I think it is vital for the teacher to CHOOSE the tools but not to be an expert in
USING the tools... (Respondent feedback to Round 2) ”
19. The Constructivist Pedagogy Dilemma
“Teachers also need the pedagogical competence to work with digital
technologies, understanding how contemporary pedagogies and literacies fit
with web 2.0. That means they need the skills to deal with the heavy monitoring
and mentoring demands of social constructivism… (Pegrum, 2009).”
“Rather than being responsible for imparting knowledge (which in some cases
she may not possess), her task is to scaffold the construction by learners of
shared knowledge…(Lewis, Chanier and Youngs, 2011)”.
How constructivist should we be? Respondent from Round 2:
“As for ‘organising culturally and linguistically rich tasks’, I don't think this teacher-
led approach works in a constructivist learning exchange.”
But this exclude alternative, equally legitimate approaches to
telecollaboration?
Respondent from Round 1:
“If this survey is only geared toward socio-constructivist learning, you could stress
this in the instructions or by giving a definition of the term ‘telecollaborative
teacher’.”
20. The Institutional Integration Dilemma
Suggestions for Round 2 from Participants:
“The teacher can ensure that … the exchange is fully recognised by the
learners' institution.”
“Having sufficient 'weight' within his/her own institution to ensure that
management backs up the telecollaborative project at every point.”
“…someone, probably the individual language teacher involved needs to have
some strategic skills to approach colleagues and management to move
project initiatives up from individual teacher level to departmental/school
level.”
21. The Socio-Affective Dilemma
Suggestions for Round 1 Participants:
“I think ‘can do’ is too narrow an interpretation of competence myself and a
Delphi technique should also collect insights into values education etc…”
Moderating and conflict-management skills (they are not strictly speaking
'pedagogical skills'. Maybe you need an extra category of skills (socio-
affective)?
“showing empathy…[with partner-teacher]”
Problem: How can these be identifed, assessed and developed in teacher-
education programmes?
22. Eliminated Descriptors from Round 1-2:
The TC Teacher can… use the resources available to them in their own institution to
ensure sufficient access to ICT for their students to carry out the exchange effectively
The TC Teacher can… locate and reserve computer laboratories in their institution
provide students with language structures and vocabulary which they can use in their
online interaction
The TC Teacher can… make students aware of the differences between online and
face-to-face interaction
The TC Teacher can… use a battery of examples from previous exchanges to
illustrate to learners appropriate use of language, how to deal with intercultural
communication breakdown etc.
The TC Teacher can… interact appropriately online with their partner-teacher and the
participating students, using aspects of ‘netspeak’ (i.e. emoticons) when appropriate
and attending to online communication norms (e.g. responding to emails relatively
quickly)
23. The Delphi Method:
Round 3:
“I still think that a general list of these competences is a great achievement
already - with all of them being important - and if at some point you or sb. is able
to maybe design descriptors that differentiate between 2-3 competence
levels for each main point that would be still another achievement.”
25. How to Train & Assess Teachers
in these Competences?
•Modelling good practice in under-graduate and post-graduate courses
•Teaching practice with mentors who are proficient users of technology
•“The best teacher preparation occurs through collaborative apprenticeship, and the
modelling of effective classroom technology practices by both methods teachers and
school-based mentors is thus critical to pre-service teachers’ own professional
development in the educational use of information and communication technologies
(Brown & Warschauer, 2006: 619).”
•Portfolio-based learning (EPOSTL for TC Teachers)
27. Moving forward in CMC
FL Teacher Education
•One example of dealing with Teacher Education for one area of ICT/CMC
•Need for further work on what FL teachers need to know in order to work
effectively in other areas of CMC, data-based learning, mobile learning etc.
•Need for models to be sufficiently generic to reflect needs and contexts and
tools over a long-period of time – avoid technology-specific models