Presentation by Deborah Healey, Phil Hubbard, Sophie Ioannou-Georgiou, and Paige Ware (with help from Elizabeth Hanson-Smith) given as part of the online conference, Using Technology in Teaching: Principles in Practice Oct 12, 2013 IATEFL LTSIG and TESOL CALL-IS jointly sponsored the sessions

1. TESOL Technology Standards:
Why, How, and for Whom
Deborah Healey
Phil Hubbard
Sophie Ioannou-Georgiou
Paige Ware
October 12, 2013

2. Outline

Introduction and background

Other standards

Teacher preparation and the Standards

Vignettes

How teachers can use the Standards

3. Why have the Standards?




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Prompt language teachers to learn to use
technology appropriately and effectively
Articulate a clear set of stages for the
development of teacher IT competence
Provide direction and motivation for
integrating technology into teacher education
Guide administrators and policy makers
Help minimize the digital divide - between
countries and within countries

4. Basic premises

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
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Started with learner goals => teacher goals
Single volume with both teacher and learner
standards together
Online teaching integrated, not a separate category
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. Standards for Language Learners

Three overarching goals



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Each with two to five standards
11 standards in all
Performance indicators
Vignettes as examples

6. Learner goals

Demonstrate foundational knowledge and skills
in technology for a multilingual world


Use technology in socially and culturally
appropriate, legal, and ethical ways


4 Standards
2 Standards
Effectively use and critically evaluate technologybased tools as aids in the development of their
language learning competence as part of formal
instruction and for further learning.

5 Standards

7. Standards for Language Teachers

Four overarching goals





Each with three to four standards
14 standards in all
Most standards with two levels of performance
indicators: basic and expert
Performance indicators
Vignettes as examples

8. Teacher goals

Acquire and maintain foundational knowledge
and skills in technology for professional
purposes


4 Standards
Integrate pedagogical knowledge and skills
with technology to enhance language
teaching and learning

4 Standards

9. Teacher goals

Apply technology in record keeping,
feedback, and assessment


3 Standards
Use technology to improve communication,
collaboration, and efficiency

3 Standards

10. Standards and Teacher
Education
Phil Hubbard

11. Links to Other Standards

ISTE NETS

UNESCO

See
Use TESOL tables
as a model for other
standards

12. Links to other Standards: NETS
TESOL LEARNER STANDARDS
ISTE NETS FOR STUDENTS (2007)
GOAL 1: Language learners demonstrate
6. Students demonstrate a sound
foundational knowledge and skills in technology understanding of technology concepts,
for a multilingual world
systems, and operations.
STANDARD 1. Language learners demonstrate
basic operational skills in using various
technology tools and internet browsers.
6a. Students understand and use
technology systems.
6c. Students troubleshoot systems and
applications.
STANDARD 2: Language learners are able to
use available input and output devices (e.g.,
keyboard, mouse, printer, headset, microphone,
media player, electronic whiteboard).
6a. Students understand and use
technology systems.
6c. Students troubleshoot systems and
applications.
STANDARD 3: Language learners exercise
5a. Students advocate and practice safe,
appropriate caution when using online sources
legal, and responsible use of information
and when engaging in electronic communication. technologies.
STANDARD 4: Language learners demonstrate
basic competence as users of technology.
6b. Students select and use applications
effectively and productively.

13. TESOL Tech Standards in Teacher Ed

Roles
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Administrator
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Teacher being educated

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Teacher educator
Local “expert”
Settings

Certificate/degree programs

In-house programs

Autonomous learning

14. TESOL Tech Standards in Teacher Ed

Approaches to teacher education

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Depth first (specific technology/application;
usually project-based)

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Breadth first (survey course): e.g., most textbooks
and http://www.stanford.edu/~efs/callcourse2
Separate course(s) or integrated throughout?
Integrating the TESOL Standards

Concordance with text/syllabus

Noting and filling gaps

15. Goals for educating self/others

Recognize the differences between
technological and pedagogical skill and
knowledge bases—develop both

Build and maintain technological pedagogical
content knowledge (TPACK) specifically for
language teaching (http://www.tpack.org/)

Goal 1, Standard 3 of the TESOL
Technology Standards for Teachers:
Language teachers actively strive to expand their skill and
knowledge base to evaluate, adopt, and adapt emerging
technologies throughout their careers.

16. Recommended approach for teachers

Review the standards; identify gaps

Check performance indicators & “can do” lists

Situate your development as much as
possible within your actual teaching through
projects

Create a formal or informal portfolio, linked to
specific standards; for example, make your
own vignettes….

17. The Technology Standards’
Vignettes and How to Use
Them
Sophie Ioannou Georgiou & Paige Ware

18. What is a vignette?

According to the Free Online Dictionary:
(http://www.thefreedictionary.com/vignette)
1. A decorative design placed at the beginning or end of a
book or chapter of a book or along the border of a page.
2. An unbordered picture, often a portrait, that shades off
into the surrounding color at the edges.
3. a. A short, usually descriptive literary sketch.
b. A short scene or incident, as from a movie.

19. What is a vignette?

According to the Free Online Dictionary:
(http://www.thefreedictionary.com/vignette)
1. A decorative design placed at the beginning or end of a
book or chapter of a book or along the border of a page.
2. An unbordered picture, often a portrait, that shades off
into the surrounding color at the edges.
3. a. A short, usually descriptive literary sketch.
b. A short scene or incident, as from a movie.

20. TESOL Technology Standards Vignettes
Aim to:
better illustrate the Standards through
examples of teachers and students showing
their competence in their teaching and learning
as regards the various goals and performance
indicators.
help readers visualize the standards in their
contexts

21. Vignettes: the importance of context (1)
Learners:
Type of learner: e.g. EFL, ESL, ESP, IEP
Age of learner: VYL 6-8, YL 9-12 / Teen: 13-18 /Adult
Language level:



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According to TESOL Technology Standards Label:
Starting, Emerging, Expanding, Bridging, Mastery
According to TESOL Adult Ed. Standards level:
Literacy, Beginning, Low/high intermediate, low/high
Advanced
According to TESOL PreK-12: Level 1 – Level 5
According to CEFR: A1, A2, B1, B2, C1, C2

22. Vignettes: the importance of context
(2) teacher
The
Teacher



for:
EFL/ESL/ IEP/ ESP /
VYL, YL, Teens, Adults
Other teachers (teacher trainer/educator)
Teaching

The four skills, integrated skills, media literacy, cultural
literacy, computer literacy, etc.
Teaching


targets:
a:
Blended course
Online course

23. Vignettes: the importance of context (3)
The Setting
EFL/ ESP/IEP/ESL/ etc./
Technology



Low-resource, low-access
Medium-resource, medium-access
High-resource, high-access

24. A vignette for Technology Standards for
Language Teachers (expert level)
Vignette for Teacher Goal 4:
Language Teachers use technology to improve
communication, collaboration and efficiency

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

25. A vignette for Technology Standards for Language
Teachers (expert level), continued

Performance Indicators:

Language teachers stay informed about how to use new
technologies for instructional and professional purposes
Language teachers integrate technology in innovative
ways
Language teachers engage in research (including
classroom-based) an share the results



Language teachers advise decision-makers about
appropriate technology resources and environments

26. A vignette for Technology Standards for
Language Teachers (expert level), continued
Background:
Teacher: teacher trainer, background or
degree in CALL
Context: community of practice for CFP
Focus: individual teacher conducts ongoing,
individualised professional development to stay
abreast of innovations in technology

27. Vignette

Low-resource / low-access: access to a forum through
computer or mobile phone, low-bandwidth Internet access: writes on
a blog, attends text chats and webinars whenever possible

Medium resource / medium access: one or more computers,
good internet access, headset, webcam, smart phone: regularly
attends live text/video/audio chats and webinars, regular contact
with online community through instant messaging, internet phone
technologies and online conferencing, follows online blogs,
experiments with tools and software on different types of computers

High resource/high access: as above with high Internet
access, sets up a presence in a virtual community where s/he
explores new tools, attends presentations and examines virtual
environments and games.

28. Using vignettes for teacher training

Provide small groups with the basic 1,2,3,
steps of information from a vignette—but
stripped of how to use the technology

Invite them to develop a way to meet the
pedagogical goals for each of the three
technology access levels

29. Pedagogical goals


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Pedagogical goal #1: learn about
conventions of personal interaction in
different settings
Pedagogical goal #2: role-play to
demonstrate understanding of choices
Pedagogical goal #3: Reflect on own speech
by listening to and reflecting on choices

30. Technology levels

31. 
After a large group share-out, provide
students with the examples from the book for
comparing with their own suggestions

Keep a chart of the technologies suggested

33. “Each one teach one tech”
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Provide ample time for learning new
technologies during the session
Encourage creative and flexible pedagogical
choices
Develop technological curiosity and ideasharing
Honor nervousness but use the “low-tech”
setting as a way to move teachers forward

35. Where to learn more

TESOL Technology Standards Framework
document (2009) (free download):
http://www.tesol.org/docs/books/bk_technologystand
ards_framework_721.pdf

TESOL Technology Standards: Description,
Implementation, Integration (2012):
http://www.tesol.org/BookLanding?productID=721

Email us:
dhealey@uoregon.edu, phubbard@stanford.edu,
sophiecy@yahoo.com, pware@mail.smu.edu

36. TESOL Technology Standards Framework
document (2009) (free download):
http://www.tesol.org/BookLanding?productID=721

37. TESOL Technology Standards: Description,
Implementation, Integration (2012)
http://www.tesol.org/BookLanding?productID=721

38. 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.

39. Questions? Ideas?