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
Hubbard, P., P. (2011, March 18). Web 2.0 and Four Paths Beyond. PowerPoint Slides presented at the TESOL Conference, New Orleans.
A presentation about Web 2.0, emerging technologies and the critical importance of incorporating technology and learning with technology deeply in language teacher training in order to support teacher flexibility, to prepare teachers for long careers in language teaching during which they are likely to continually encounter new technologies, new technological modes, and in which they will need to have the confidence and skills to approach these technologies successfully. The presentation also highlights the importance of situated learning theory in ensuring that teachers learn in the same environment in which they will teach.
Retrievable from: http://web.stanford.edu/~efs/tesol-11.pdf
Philip Hubbard. (2013). Making a Case for Learner Training in Technology Enhanced Language Learning Environments. CALICO Journal, 30(2), 163–178.
The author focuses on the importance of learner training in technology-mediated language training. He presents four positions, (properly designed technology and tasks are transparent, learners have the ability to use technology optimally, digital natives don’t need training, specialized training for either teachers or learners is unnecessary), that would lead to avoiding learner training and then provides corresponding evidence that each of these positions is problematic and that learner training is essential. He presents a set of five learner training principles for teachers and developers that have had an impact on teachers as well as learners. The first principle is that as a teacher or developer, you should experience a computer-mediated course yourself. This is followed by a description of the result of teachers putting themselves in the role of language learner and the experience’s impact on them. He concludes that what really matters in technology-enhanced language learning is how learners use the technology and that teachers, researchers and developers should provide the guidance needed to use it well.