TESOL Technology Standards Framework.

TESOL Technology Standards. (2008). Teachers of English to Speakers of Other Languages, Inc. (TESOL).

This is the original TESOL Technology Standards Framework Document (2008) that was updated in 2011. When this edition was updated, the goals, standards and performance indicators weren’t changed, but the updated edition provides vignettes to put the material that you read in this older version into context. The 2011 edition also elaborates on research behind the standards and adds chapters for teacher trainers, administrators and online teachers.

Retrievable from:

TESOL Technology Standards Framework

Guiding principles in online ESL programming.

Light, J. (n.d.). Guiding principles in online ESL programming. ATESL.

This manual from Alberta encompasses both online and blended ESL programming. The numbered guide of 81 principles includes two reference lists: one for e-learning standards and one for teaching and learning online.

Retrievable from: http://www.atesl.ca/sites/default/files/resources/Guiding_principles_in_online_ESL_programming.pdf

Learning for Life: An ESL Literacy Curriculum Framework Appendix B: Recommendations for Integrating Technology.

Learning for Life: An ESL Literacy Curriculum Framework Appendix B: Recommendations for Integrating Technology. (2011). Bow Valley College.

This Appendix to the Alberta ESL Literacy Curriculum Framework outlines the program and classroom considerations and some practical strategies for the successful integration of technology in the ESL classroom. The document also includes a sample three-stage progression of computer skills development used in a Computer-Enhanced ESL literacy program at Bow Valley College, charting learner progression from familiarization to application.

Retrievable from:https://centre.bowvalleycollege.ca/sites/default/files/Curriculum_Framework.pdf

TESOL Technology Standards: Description, Implementation, Integration.

Healy, D, Hanson-Smith, E, Hubbard, P, Iannou-Georgiou, S, Kessler, G, and Ware, P. (2011). TESOL Technology Standards: Description, Implementation, Integration. Teachers of English to Speakers of Other Languages, Inc. (TESOL).

The TESOL Standards address the importance of incorporating technology into language teaching by emphasizing that as standards they are not optional add-ins to teacher training or language programming. The target audiences for this manual are learners, teachers, teacher educators and administrators. The Standards deal with well-documented differences in readers’ available level of technology and their access to technology by providing vignettes to illustrate programs with little access and few resources as well as others that are richly resourced and have anytime access. One of the important topics addressed in the standards is teacher education. The authors are frank about the impact of a lack of understanding of the role of technology in language learning, a lack of willingness to change and a lack of technical expertise on the use of technology in language teaching. Some of the barriers candidates in teacher training face are resistance and fear of technology and the belief that knowledge from personal computer use will suffice for language teaching. The standards include theoretical frameworks and background in each part of the manual. The information and layout is clear and helpful. This is a positive and practical resource.

Retrievable from: http://www.tesol.org/advance-the-field/standards/technology-standards

ATESL Adult ESL Curriculum Framework E-Learning.

Chambers, E., Grida, S., Ilott, W., Messaros, C., & Dawson, K. (2011). ATESL Adult ESL Curriculum Framework E-Learning. Alberta Teachers of English as a Second Language.

The ATESL ESL Curriculum Framework, Section 8, focuses on E-learning. This section offers a comprehensive review of the essential elements for the successful integration of technology in ESL instruction. It includes an examination of the benefits of E-Learning and a discussion of the guiding principles for the design of effective learning activities and assessment strategies. The review also includes an overview of the importance of supporting the development of digital literacy for students to enable them to participate productively in E-Learning. Finally the review describes the role of instructor “e-practices” in relation to the successful integration of E-Learning and highlights the critical importance of professional development for instructors to enable them to take advantage of the full potential of E-Learning.

Retrievable from: https://www.atesl.ca/resources/atesl-adult-esl-curriculum-framework/

 

The Handbook of Blended Learning: Global Perspectives, Local Designs.

Bonk, C. J., & Graham, C. R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs. John Wiley & Sons.

This book focuses on business, higher education and workplace. There is also a section on future trends. It highlights most recent practices and trends from a global perspective. It is included here although there is little or no focus on language teaching and learning, but because it is often referred to as “The” guide to blended learning.

A Blended learning framework.

Negin Mirriahi, Dennis Alonzo, & Bob Fox. (2015). A Blended learning framework. Research in Learning Technology, 23.

The context of this report is higher education, but the issues described and the framework proposed are relevant for adult settlement language training programs. The authors claim that students’ demand for flexibility in learning and the affordances of technology have led to the rise of blended learning in the higher education sector. They cite three key challenges to its popularity. The first challenge is that academics often do not have the confidence or skill in using online technology. This low digital fluency limits integration of technology and impedes more effective learning. The second challenge is the notion that blended learning has not been well-defined and often isn’t used in a consistent way across an institution. They cite inconsistencies such as course design, teaching approaches, percent of face-to-face versus online time, the purpose of blending, and the role of technology. The third issue they address is the lack of standards-based tools available to both guide and evaluate blended learning course design. The authors present a standards-based framework to address these issues.

Retrievable from: http://www.researchinlearningtechnology.net/index.php/rlt/article/view/28451

A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning.

Neumeier, P. (2005).  A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning. ReCALL, 17(2), 163–178.

This journal article, written at a time when interest was building in blended learning, despite the fact that there was not a lot of research related to it, is widely cited in the literature. Neumeier provides a framework to address the question about which combination of modes provides the best blended language teaching and learning environment. Her goal is to help practitioners see and understand the complexity of blended learning environments so that they can make good use of blended learning. She provides a clear definition of blended learning and stresses the importance of finding the most effective and efficient combination of face to face and computer-assisted learning for the specific learners, context and objectives. She makes it clear that there is no course design that will work for all situations – neither in the face-to-face component, nor in the computer-assisted component. Neumeier’s six parameters identify the criteria to take into consideration for designing a course or program.

Available for Purchase (USD $30.00) at: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=355476