1) The document outlines the TESOL technology standards for language teaching and learning across 4 goals and their standards. 2) It provides examples of how a language teacher meets several of the standards through uses of technology like PowerPoint, KakaoTalk, YouTube videos and Google Docs for communication, assessment and lesson planning. 3) The teacher recognizes areas for improvement, such as developing ways to better evaluate technology use and tracking student progress, and plans to attend conferences and read research to further develop skills in integrating technology.

1. TESOL
Technology Standards for Language
Teaching and Learning

2. GOAL 1:
Language teachers acquire and maintain foundational
knowledge and skills in technology for professional
purposes.

3. STANDARD 1
Language teachers demonstrate knowledge and skills in
basic technological concepts and operational competence,
meeting or exceedingTESOL technology standards for
students in whatever situation they teach.

4. Evidence
• International Food PowerPoint
• This is an example of the type of PowerPoint that I prepare for class on a daily basis.
• Videos and audio are embedded for easy access during the lesson.
• Photos are used to illustrate new vocabulary words.
• The PowerPoint is displayed in class using a desktop computer and projector.
• I have become familiar with computer commands in Korean so that I am able to use the
classroom computer easily.

5. Rationale
This standard indicates that teachers should be comfortable with all
of the technologies available to them in the classroom. Although
the technology in my classroom is limited, I am able to use all of it
without any problems, despite the language barrier between me
and my technology. The students benefit from my fluidity with
technology because we are able to use lots of authentic digital
media in class without it taking up extraneous time.

6. STANDARD 2
Language teachers demonstrate an understanding of a
wide range of technology support for language learning
and options for using them in a given setting.

7. Evidence
I have integrated social networking platforms
like KakaoTalk into my teaching to…
• promote the use of written English as a
communicative tool
• share learning materials (e.g., interesting
YouTube videos, podcasts, or articles)
• give class updates to the students.

8. Rationale
This standard states that language teachers should be able to identify, evaluate and adapt
technologies to better meet learning objectives and distribute learning materials. My
evidence shows that I am strong in identifying and adapting technology. Using KakaoTalk
to share language learning materials has been particularly important since this is a platform
the students use regularly in their daily life. Conversely, I am weak in evaluating
technologies. In the future, I would like to develop a rubric guided by the principles
discussed by Philip Hubbard (2006) to assess the technologies I use to both share learning
materials and meet learning objectives. By evaluating technology more effectively, I will
be able to take advantage of features to the benefit of my students’ language learning.

9. STANDARD 3
Language teachers actively strive to expand their skill and
knowledge base to evaluate, adopt, and adapt emerging
technologies throughout their careers.

10. Evidence
• I learned about DuoLingo through a Facebook page for language teachers. Later,
when teaching Spanish as an elective course at a high school in Korea, I
introduced the students to DuoLingo.
• I assigned the students DuoLingo for homework. I followed the students’
accounts to monitor their progress through the app.
• The last slide of this PowerPoint shows how I adapted DuoLingo in the Spanish
class.

11. Rationale
First, since I found DuoLingo on a networking page for language teachers, my adoption of
DuoLingo in my Spanish class demonstrates that I follow and participate in networking
groups. Also, my use of DuoLingo as an alternative to homework for beginning students
who were taking the course for fun, shows that I evaluated the technology effectively and
found a way to use it in a way that motivated my students.
In the future, I think I could further improve on this standard by following a general
technology blog in order to to stay on top of emerging technology with potential
applications for CALL. Furthermore, I would like to join a professional association like the
International Association of Language LearningTechnology. Then, I could stay abreast of
research in the field by networking, attending conferences, and reading publications.

12. STANDARD 4
Language teachers use technology in socially and
culturally appropriate, legal, and ethical ways.

13. Evidence
Before conducting an action research project last semester, I completed an online
certification in ethical research conduct and obtained institutional review board (IRB)
approval from Indiana University. In addition, I wrote a formal English letter to the
manager of my department requesting permission to conduct research. Finally, with the
help of a Korean friend, I emailed the IRB at my university in Korea to determine what
approvals I might need from them.

14. Rationale
This standard asserts that language teachers need to be aware of local customs regarding
privacy and language use in various contexts. In the situation I have described, I
demonstrated my sensitivity to the privacy rights of my students. Although this situation
required communication with many actors from different cultures and with different
language background, I was able to adapt through my own cultural knowledge of Korea
and by seeking out others who knew more. Moreover, I discussed the process of obtaining
IRB approval with the students who participated in the study. In this way, I also acted as a
model of cultural and privacy sensitivity.

15. GOAL 2:
Language teachers integrate pedagogical knowledge and
skills with technology to enhance language teaching and
learning.

16. STANDARD 1
Language teachers identify and evaluate technological
resources and environments for suitability to their
teaching context.

17. Evidence
• When teaching a writing class, I assessed the
technology situation and found that I had only
one desktop computer and a projector in the
classroom, that there were no available
computer labs on campus, but that the students
had access to desktop computers at home and
in the library.
• I assigned the typing assignment for homework
and sent me their assignments via email.

18. Rationale
Language teachers need to understand the technological limits of their classrooms and find ways to work
around those limits in order to accommodate student needs and achieve the learning goal. One of the learning
objectives for an English writing class I taught was for the students to use MicrosoftWord to type their essays
in order to become more familiar with the English keyboard and the various tools they could use inWord to
improve grammatical accuracy. However, I had only one desktop computer and a projector in the classroom. I
tried to change the technological context of my classroom by gaining access to a campus computer lab. When I
was unable, I used the tools in my classroom to teach my students what they needed to know to meet the
learning objective by themselves using their home computers. With some creativity, the students were able to
meet the learning goal and develop computer skills that will serve them in the future.

19. STANDARD 2
Language teachers coherently integrate technology into
their pedagogical approaches.

20. Evidence
• My advanced conversation class is centered onTED talks suggested by the
students. TheTED talks are the basis of conversation and also a model of
public speaking skills for the students.
• This is a lesson based on aTED talk suggested by one student. The student
used social media to share theTED talk with me.

21. Rationale
In my advanced class, my role is to guide conversation and act as a coach for the students.
I like for lessons to be focused on the students’ interests, questions, and thoughts. Using
student-selectedTED talks as the teaching material for my class allows me to keep the
focus on the students and their interests. Moreover, at the advanced level, students need
many different English speaking models, not just the teacher. TED talks fulfil this need;
additionally, theTED talk website contains supplementary materials such as transcripts
and subtitles that scaffold the students’ comprehension of these various speakers.

22. STANDARD 3
Language teachers design and manage language learning
activities and tasks using technology appropriately to
meet curricular goals and objectives.

23. Evidence
• Student writing sample using Microsoft Word
• In a writing class I taught last summer, I demonstrated how to take
advantage of the editing functions in Microsoft Word.
• This writing sample shows that the students used Microsoft Word effectively
in order to turn in a fine-tuned essay with no major errors.

24. Rationale
Microsoft Word is on most computers in Korea, but generally students are more familiar with its
Korean counterpart, HangeulWord Processor (hwp). I decided to teach the students how to use
Microsoft Word because I noticed that hwp did not have editing functions available in English. One
of the goals of the class was to improve grammatical accuracy, but hwp was preventing the students
from reaching this goal as it could not even identify basic typos. I discussed with the student why it
might be better to use Microsoft Word when typing in English rather than hwp, thus encouraging
students to think critically about their technology use. Then, I did an in-class demonstration of
Word’s functions with my own writing sample. In this way, the students learned how they could
meet their goal of writing more accurately in English through the use of technology.

25. STANDARD 4
Language teachers use relevant research findings to
inform the planning of language learning activities and
tasks that involve technology.

26. Evidence
• In a graduate course on CALL, I read a variety of current articles on how
technology can be integrated into language teaching.
• My ePortfolio contains a list of resources which I have read about or
encountered over the course of the semester that have important
applications in my context. The list also includes some networking sites and
academic journals on CALL.

27. Rationale
By taking a course in CALL and linking academic journals in my Resources
Page, I am demonstrating that I am familiar with the research and plan to
keep up to date as research and technology evolve. My Resources Page only
contains information which is relevant to my context, demonstrating that I
am discerning in my application of technology and research findings.

28. GOAL 3:
Language teachers apply technology in record-keeping,
feedback, and assessment.

29. STANDARD 1
Language teachers evaluate and implement relevant
technology to aid in effective learner assessment.

30. Goal for Improvement
• Next semester, I would like to use technology to keep track of students’
progress in English fluency. I could assess students during classroom
discussions using a rubric and record the results in a program like Excel.
• This webinar suggests using Google docs to track assessment. I like this idea
because the document could be shared with the student and thus include
both teacher feedback and self-reflection.

31. Rationale
Currently, I am not required to give grades to the students, so most of my assessment is informal.
However, by doing frequent, formative assessments I could provide students with important
feedback at the end of the semester that could have an important influence on student self-
efficacy and motivation in English. Programs such as Excel would be an effective way to keep track
of formative assessments over time and results could be easily converted into an easily-
understandable visual display for the students. Using Google Docs, conversely, could integrate
teacher feedback and self-reflection and allow the student to check their progress at any time
during the semester. I am keeping up with current research so that I can find other tools that could
be helpful in tracking student progress.

32. STANDARD 2
Language teachers use technological resources to collect
and analyze information in order to enhance language
instruction and learning.

33. Evidence
In my instructional design project for L544, I
used the KakaoTalk polling function to assess
the students’ knowledge of intercultural
communication. The polling results gave me
data that could be easily interpreted to indicate
how well the students understood the topic and
what needed to be reviewed before
proceeding.

34. Rationale
The KakaoTalk assessment was useful because the polling function gave me data that could be easily
interpreted. It allowed me to give feedback to the students about their comprehension and I could
use the information to determine the course of future instruction. Viewing the results of the poll as
we were discussing the answers to the questions helped the students revise their understanding.
Finally, the students provided verbal feedback regarding their experiences using the KakaoTalk poll
as a quiz, so I was able to see how easily this function of KakaoTalk could be appropriated for
educational purposes.
I still need to work on some aspects this standard, however. I am not familiar with the research in
technology-enhanced assessment and this informal assessment in KakaoTalk is my only experience
with it as a teacher. Reading CALL journals should help me fill my gaps in knowledge.

35. STANDARD 3
Language teachers evaluate the effectiveness of specific
student uses of technology to enhance teaching and
learning.

36. Goal for Improvement
As part of my instructional design project, students wrote in their daily dialogue journal about their
engagement with the flipped classroom lecture that I shared with them viaYouTube video in
KakaoTalk. As the example shows, however, most of the students did not focus on the use of
technology, but rather the content of the video. In the future, I will design questions which are more
explicit in what the students are supposed to assess.

37. Rationale
Although the dialogue journal was not an effective way to get feedback about technology use in the
classroom, I believe that adjustments can be made (for example, making more specific questions)
so that it is effective in the future. I could also use the KakaoTalk polling function to ask students
Likert scale questions to get more quantifiable feedback about specific aspects of technology use.
By improving my assessment of technology use, I will be able to make adjustments to the flipped
classroom video lecture so that it is more entertaining and effective in the future.
Another area I need to improve in is assessing students’ individual use of technology. I think a good
way for me to do this could be through a private chat in KakaoTalk. I could ask each student if they
need any help with the technology we are using and provide supplementary materials as needed.

38. GOAL 4:
Language teachers use technology to improve
communication, collaboration, and efficiency.

39. STANDARD 1
Language teachers use communication technologies to
maintain effective contact and collaboration with peers,
students, administration, and other stakeholders.

40. Evidence
• I borrow lessons from online sources likeTEDxESL and
share lesson interesting materials with colleagues. I
communicate with students, colleagues, and
administrators via email and KakaoTalk.
• The KakaoTalk chat to the left is a conversation I had
recently with a colleague who also teaches EFL at the
university level.

41. Rationale
Using technology to keep in touch with students, colleagues, and
administrators is one of my strengths. In particular, the KakaoTalk group chat
allows me to easily share materials and give students important notifications.
Although I am using web resources to obtain teaching materials, I think I could
make better use of these online teacher communities. Rather than just using
lesson plans that I find, I could share my own self-developed materials in one
of these communities.

42. 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.

43. Evidence
• I will be attending and presenting at
KOTESOL’s International Conference focusing
on “Shaping the Future with 21st Skills.”
• I will be presenting on teaching method that
used Microsoft Powerpoint to create a class
dictionary of English words unique to Korea.
My proposal can be found here.

44. Rationale
The approaching KOTESOL conference will have several seminars on how technology can be
integrated into English language learning in contexts similar to my own. It is also a chance for me
to network with other English teachers in Korea who are interested in CALL. In addition to
attending seminars, I will be presenting my own action research about 21st century skills in the
classroom. In my initial proposal for the conference I did not explore fully how technology
enhanced the teaching method that I used. However, after taking L544, I would like explicitly
discuss how Microsoft PowerPoint was used and open up the discussion to consider how CALL
could be further integrated to make the teaching method more effective.

45. STANDARD 3
Language teachers apply technology to improve efficiency
in preparing for class, grading, and maintaining records.

46. Evidence
• I edit student papers by tracking
changes and using the comment
function inWord documents.
• I create PowerPoints for individual
lessons and one master PowerPoint
for the course which links to the
individual lessons.

47. Rationale
The evidence shows that I take advantage of technology features to give my
students feedback and organize my lesson plans. The use of PowerPoint to
plan individual lessons as well as organize the structure of the course has
been particularly important for me. I often use the same lesson for different
classes and during different terms, which can be difficult to keep track of in
my files. Planning a course out in PowerPoint allows me to quickly access
everything that I need for a class and quickly recall what we have covered.

48. References
Hubbard, P. (2006). Evaluating CALL software. In L. Ducate and N. Arnold (eds). Calling on
CALL: FromTheory and Research to New Directions in Foreign LanguageTeaching
(Chapter 13). San Marcos: CALICO. Pre-publication copy.
Simmons, S. [Susie Simmons]. (2014, March 5). UsingTechnology (Google Forms) toTrack
Student Progress. [video file]. Retrieved from
https://www.youtube.com/watch?v=Uvudld6DSLk