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- Technology will not replace teachers, but teachers who use technology
will replace those who do not (Ray Clifford)
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- Why have the Standards?
- What is the format?
- What are the basic ideas?
- Standards for Teachers
- Standards for Students
- Where can I get more information?
- Your comments
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- Prompt teachers to learn to use technology in their teaching
- Articulate a clear set of stages for the development of teacher IT
competence
- Help administrators and policy makers
- Help minimize the digital divide - between countries and within
countries
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- One volume
- Introduction and rationale
- Technology Standards for Students
- Technology Standards for Teachers
- Performance indicators
- Vignettes (examples)
- Glossary of specialized terms used in this volume
- Appendix: current research and resources
- Online component
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- Examples – not brand names
- Use of “available” technology
- In Standards for Students
- Most for a range of settings
- Some specific - young learners, fully online, etc.
- In Standards for Teachers
- Some indicators for “experienced” teachers with a high level of access
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- Young learners, teens, adults
- EFL, ESL
- Intensive English programs
- Adult workplace English
- English for specific purposes (academic and professional)
- One-computer classroom, class-lab, fully online
- Administrators and teacher educators
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- More vignettes – open to contributions
- A hyperlinked list of online resources
- More information for administrators
- How to make decisions about equipment, training, and software
- Appropriate recognition for technology specialists
- More information for completely online teachers
- Links to information about different types of access
- One-computer classroom, class-lab, access only outside class
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- Three overarching goals
- Each with two to five standards
- 11 standards in all
- Performance indicators
- Vignettes as examples
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- Students demonstrate foundational skills and knowledge in technology for
a multilingual world.
- Standard 1: Students can use basic operating system and browser
functions
- Standard 2: Students are able to use available input and output devices
(e.g., keyboard, mouse, printer, headset, microphone, media player)
- Standard 3: Students exercise appropriate caution when using online
sources and when engaging in electronic communication
- Standard 4: Students demonstrate strategic competence as users of
technology
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- Student Goal 1, Standard 4 – strategic competence
- Students can perform basic troubleshooting operations (e.g., check for
power, see if the monitor is turned off, reboot safely, check the
volume on media)
- Students can search for a file
- Students can access a help menu, where available
- Students know when to ask for technical help
- Underage students turn off the monitor and call an adult when they have
found offensive or inappropriate material; adult students realize that
they may need to turn off the computer
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- Students use technology in socially and culturally-appropriate ways
- Standard 1: Students understand that communication conventions differ
across cultures, communities, and contexts.
- Standard 2: Students demonstrate respect for others in their use of
private and public information.
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- Goal 2, Standard 2 – respect for others
- Students understand that public information in one community may be
considered private in other communities
- Students understand that images may carry different connotations in
different communities
- Students use communications and digital media tools ethically and
responsibly
- Students practice responsible and ethical use of technology systems,
information, and software
- Students accommodate different communication styles online
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- Students use technology-based tools as aids in the development of their
language learning competence as part of formal instruction and for
further learning.
- Standard 1: Students effectively use available technology-based productivity
tools
- Standard 2: Students appropriately use available technology-based language
skill-building tools
- Standard 3: Students appropriately use available technology-based tools
for communication and collaboration
- Standard 4: Students use available technology-based research tools
appropriately
- Standard 5: Students recognize the value of technology to support
autonomy, lifelong learning, collaboration, personal pursuits, and
productivity.
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- Goal 3, Standard 3 – communication/collaboration tools
- Students employ age and proficiency-appropriate vocabulary and
pragmatics/body language during collaborative work that uses technology
- Students know when to ask for help in order to achieve their language
learning objectives.
- Students use language software as available and appropriate to enhance
specific skill areas (e.g., vocabulary, grammar, and pronunciation
practice).
- Students use Internet resources as available and appropriate to enhance
their language learning (e.g., web-based listening exercises, online
sentence jumbles).
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- Goal 3, Standard 5 – autonomy, lifelong learning
- Students select the most appropriate available technology for
independent learning
- Students demonstrate the ability to set language learning goals and
objectives that employ technology
- Students can use technology to monitor their progress (e.g.,
record-keeping within programs, electronic portfolios)
- Students see the value of technology in maintaining communication and
having access to authentic material
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- Four overarching goals
- Each with three to five standards
- 15 standards in all
- Performance indicators
- Vignettes as examples
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- Goal 1. To acquire and maintain foundational skills and knowledge in
technology for professional purposes
- Standard 1: Teachers will demonstrate knowledge and skills in basic
technological concepts and operational competence, meeting or exceeding
TESOL technology standards for students in whatever situation they
teach.
- Standard 2: Teachers will demonstrate an understanding of a wide range
of technology supports for language learning and options for using them
in a given setting.
- Standard 3: Teachers will actively strive to expand their skill and
knowledge base to evaluate, adopt, and adapt emerging technologies
throughout their careers.
- Standard 4: Teachers use technology in legal and ethical ways.
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- Goal 1, Standard 1: Basic knowledge and skills
- Perform basic computing functions in order to accomplish instructional
and organizational goals (e.g., using a mouse and keyboard; opening,
closing and resizing software windows; saving, editing and organizing
files and folders; copying, cutting and pasting elements within a
document; launching and exiting software applications and similar
universal tasks)
- Prepare instructional materials for students using word processing
software, presentation software or web-design software.
- Exercise appropriate caution when using online sources and when
engaging in electronic communication
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- Goal 1, Standard 2: Range of technology supports for learning
- Identify appropriate technologies to support a range of instructional
objectives
- Use evaluation tools to analyze appropriateness of specific technology
options
- Share information about available technology with colleagues
- Know how to use online technology to deliver instructional or support
material.
- Locate and be able to adapt a variety of digital resources
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- Goal 1, Standard 3: Continuing learning
- Utilize technology tools to expand upon a conventional activity
- Keep up with information through a variety of sources (such as books,
journals, listservs, conventions)
- Participate in a relevant community of practice
- Explore the possibilities inherent in emerging technologies with a
critical eye
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- Goal 1, Standard 4: Legal and ethical
- Protects student privacy
- Respects student ownership of their own work
- Shows awareness and understanding when approaching culturally sensitive
topics and offers students alternatives
- Conforms to local legal requirements regarding accessibility, fair use
and copyright
- Follows local guidelines regarding use of human subjects for research
- Seeks help in identifying and implementing solutions related to the
above
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- To integrate pedagogical knowledge and skills with technology to enhance
language teaching and learning
- Standard 1: Teachers will identify and evaluate technological resources
and environments for suitability to their teaching context.
- Standard 2: Teachers will coherently integrate technology into their
pedagogical approaches.
- Standard 3: Teachers will design and manage language learning
activities and tasks using technology appropriately to meet curricular
goals and objectives.
- Standard 4: Teachers will use relevant research findings to inform the
planning of language learning activities and tasks.
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- Goal 2, Standard 1: Evaluate resources
- Identify the technological resources and limitations of the current
teaching environment
- Identify appropriate technology environments to meet specific
learning/teaching goals
- Evaluate technology environments for alignment with the goals of the
class
- Evaluate technological resources for alignment with needs and abilities
of the students
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- Goal 2, Standard 2: Integrate into pedagogy
- Understand their own teaching styles
- Review personal pedagogical approaches in order to use technology to
support current teaching styles
- Understand the potential and limitations in technology
- Embed technology into teaching rather than making it an add-on
- Engage regularly in professional development related to technology use
- Evaluate their use of technology in teaching
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- Experienced level of technology use
- Can address the limitations in technology
- Support peers in their professional development with technology
(informally may be unpaid; formal should be paid)
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- Goal 2, Standard 3: Meet
curricular goals
- Demonstrate familiarity with a variety of technology-based options
- Choose a technology environment that is aligned with the goals of the
class
- Choose technology that is aligned with needs and abilities of the
students
- Demonstrate awareness of students’ level of digital competence
- Ensure that students understand how to use the technology to meet
instructional goals
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- Experienced level of technology use
- Adapt technology-based activities to align with the goals of the class
and needs and abilities of the students
- Create an appropriate technology environment to meet specific
teaching/learning goals
- Operate with an understanding of the underlying structure of the
technology in use
- Be able to draw on a wide range of functions in technological resources
- Identify more than one approach to achieve an objective
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- Goal 2, Standard 4: Use research to inform planning
- Demonstrate familiarity with suggestions for classroom practice that
result from research
- Use a variety of avenues for getting information about research, such
as communities of practice, conferences, etc.
- Understand the temporal nature of research findings (older research may
not be applicable to current settings)
- Demonstrate awareness of multiple research sources and perspectives
that inform technology use
- Discern which findings are most appropriate for their situation
- Share relevant research findings with others
- Recognize the context and limitations of research and does not apply
findings inappropriately
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- Experienced level of technology use
- Well-versed in relevant research findings
- Identify gaps in current research
- Help others recognize the context and limitations of research
- Produce and disseminate research related to technology use
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- To apply technology in record-keeping, feedback, and assessment
- Standard 1: Teachers evaluate and implement relevant technology to aid
in effective learner assessment.
- Standard 2: Teachers use technological resources to collect and analyze
information in order to enhance language instruction and learning.
- Standard 3: Teachers evaluate the effectiveness of specific student
uses of technology to enhance teaching and learning.
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- Goal 3 Standard 1: Learner assessment.
- Be familiar with a variety of forms of assessment that employ
technology
- Employ appropriate record-keeping tools and techniques
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- Experienced level of technology use
- Use computer-based diagnostic, formative, and summative testing where
feasible
- Use technology to illustrate learner progress (e.g., graphic
representations of scores over time, revision history)
- Provide feedback through exchange of digital files
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- Goal 3, Standard 2: Collect, analyze info
- Be familiar with research-based principles related to
technology-enhanced assessment
- Use technology-enhanced assessment results to plan instruction
- Interpret computer-based test scores for stakeholders
- Elicit student feedback in order to improve teacher use of technology
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- Experienced level of technology use
- Apply research findings related to technology-enhanced assessment
- Collect student output for analysis (e.g., concordancer to analyze
lexical complexity, chat logs)
- Use digital resources to document teaching for further analysis
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- Goal 3, Standard 3: Evaluate effectiveness
- Use appropriate procedures for evaluating student use of technology
- Elicit student feedback in order to improve student use of technology
- Experienced level of technology use
- Develop and share procedures for evaluating student use of technology
- Examine student outcomes that result from use of technology
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- To use technology to improve communication, collaboration, and
efficiency
- Standard 1: Teachers will use communication technologies to maintain
effective contact and collaboration with peers, students,
administration, and other stakeholders.
- Standard 2: Teachers will 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.
- Standard 3: Teachers will apply
technology to improve efficiency in class preparation, grading, and
maintaining records.
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- Goal 4, Standard 1: Communication with stakeholders
- Draw on resources (lesson plans & teaching ideas) for language
teachers that are posted online
- Implement lesson plans obtained from other teachers via the Internet
- Belong to online communities (such as listservs, blogs, wikis,
podcasts, etc.) with language teachers
- Share email address with students and peers
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- Experienced level of technology use
- Maintain an electronic forum (such as webpage or blog) to post
information for students about the class
- View and comment on students’ electronic work
- Advise administration on the use of online technology to improve
communication
- Share instructional material digitally
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- Goal 4, Standard 2: Reflect on tech developments
- Take advantage of professional development related to technology
integration e.g., conferences, journals, mailing lists, communities of
practice)
- Select technology resources that promote appropriate language use
- Demonstrate awareness of multiple sources and perspectives that inform
technology use
- Discern which findings are most appropriate for their situation
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- Experienced level of technology use
- Stay informed about how to use new technologies
- Integrate technology in innovative ways
- Engage in research (including classroom-based) and shares the results
- Advise decision-makers about appropriate technology resources and
environments
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- Goal 4, Standard 3: Class prep and records
- Use electronic resources to find additional materials for lesson
planning and classroom use
- Understand various methods of providing electronic feedback on student
work (e.g., email, Insert comments)
- Have a system to collect, organize, and retrieve material and student
data
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- Experienced level of technology use
- Maintain a resource that allows students to locate and retrieve
material
- Use electronic methods as appropriate for formative and summative
assessment
- Encourage students to use electronic methods to document their own
progress
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- Download the Standards online
- http://www.tesol.org/TechnologyStandards
- Respond to the survey by November 20, 2007
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- 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.
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- Deborah Healey, Oregon State University
- Volker Hegelheimer, Iowa State University
- Phil Hubbard, Stanford University
- Sophie Ioannou-Georgiou, Cyprus
- Greg Kessler, Ohio University
- Paige Ware, Southern Methodist University
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