This document describes a study that used mobile devices, Adobe Connect, and Moodle to peer assess and calibrate the classroom performance of pre-service English teachers in Ecuador. Ten student teachers had their micro-teaching reading and writing sessions filmed on smartphones. The videos were uploaded to Moodle and Adobe Connect for online peer assessment and trainer feedback. This combination of technologies allowed trainers to discuss observations of teacher performance and identify discrepancies to help calibrate their assessments. The results showed that mobile phones can effectively record lessons for reflection, but trainers also need to observe lessons in person. Using Adobe Connect facilitated discussion of assessment consistency and reliability.

1. EUROCALL 2015
Critical CALL
Using mobile devices and the Adobe Connect web
conferencing tool in the assessment of EFL student teacher
performance
Maria del Carmen Bolona Lopez, Margarita Elizabeth Ortiz and Christopher Allen

2. Using mobile devices, Adobe Connect
and Moodle

3. • Purpose
Describe the combination of technologies (smartphones, online Moodle VLE
forum, Adobe Connect etc.) in the peer assessment and calibration of
classroom pre-service teacher performance in Ecuador.
• Research question
How can technologies be combined to peer assess and calibrate classroom
pre-service teacher performance in Ecuador?
• Technologies
Smartphones
Online Moodle VLE forum
Adobe Connect
Doodle
Using digital technologies in the assessment
of EFL student teacher performance in Ecuador

4. Micro-teaching: a definition
A scaled down realistic classroom training context in which
teachers, both experienced and inexperienced, may acquire new
teaching skills and refine old ones’
McKnight (1980:214)
Micro-teaching

5. TKT Guidelines for assessment

6. Research Methodology
Context
Setting Participants
- Casa Grande University
English Department
- TEFL Accreditation Program
Reading Writing Couse
- 10 TEFL student teachers
- 20 to 40 years old
- Spanish speakers
- English users in class
- Micro-teaching R/W sessions

7. • Research Project:
Qualitative and quantitative techniques
• Data sources
a) Students’ peer micro – teaching session smartphone videos.
b) Moodle (VLE) materials: videos, forums comments, files and wiki
c) Adobe Connect Video Conferencing Room
d) Doodle
Research Methodology

8. 1 2 543
MT videos Uploaded to
youtube
Student – teachers sessions
were filmed in class using a
smartphone
Student – teachers
videos were posted
through
the Moodle forum.
Student –
teachers
lessons were
assessed
qualitatively and
quantitatively.
Trainers’ responses
were tabulated
and analyzed
Micro-teaching sessions Moodle (VLE) Adobe Connect
Student-teachers
lessons were
assessed.
- E-mail contacts
- Blogs
- Doodle
appointments
organizer
Research Process
ICT Technologie

9. Review and discussion of
teacher training videos from Casa Grande

10. Data Analysis
Link to one of the videos

11. Results

12. Main conclusions
• Potential for mobile phones to record student teacher
performance as basis for professional practice reflection-
but- recorders must be mobile!
• Trainers must themselves be mobile in the classroom to
capture the full complexity of a student lesson
• Mobile phone video records can highlight discrepancies in
assessment between trainers
• Adobe Connect can serve as a useful platform to discuss
consistencies and discrepancies in performance
assessment
• AC can therefore serve as the basis for calibration of the
trainers’ observations, enhancing reliability and validity in TP
assessment

13. References
Cooper R., Lavery M., Rinvolucri M. (1991). Video. Oxford, Oxford University Press.
Egbert, J. (2005) CALL Essentials, Principles and Practice in CALL Classrooms
TESOL Millis B. J. & Smojlowicz G. (2006). A Microteaching Model that Maximizes
Feedback, Peer Engagement, and Teaching Enhancement. A publication of The
Professional & Organizational Development Network in Higher Education.Vol. 18, No. 6,
p.1. http://cft.vanderbilt.edu/files/vol18no06_microteaching.htm Accessed June 13th 2015
McKnight, P. C. (1980). Microteaching: Development from 1968-1978. British Journal of
Teacher Education, 6, 214-227.
Richards, J.C. & Farrell, T S. (2005). Professional Development for Language Teachers.
New York. Cambridge University Press.
Wallace, M.J. (1991). Training Foreign Language Teachers. Cambridge.
Cambridge University Press.