gillian lord and lara lomicka 1 chapter 15 calling on ... · 4 calling on educators: paving the way...

Gillian lord and lara lomicka 1

chapter 15calling on Educators:Paving the Way for the Future of Technology and call1

Gillian lord University of Florida

lara lomicka

University of South Carolina

PrEviEW QuEsTions1.Ifyouareaneducator,whatpreparationdidyoureceiveincomputer-as-sistedlanguagelearning(CALL)duringyourtraining?

2.What technologiesdoyoubelieveareessential for language teachers toemployintheirclassrooms,andwhy?

3.Howdoyoukeepupwithyourcurrentunderstandingofthetechnologicaltoolsavailabletolanguageteachers?

1. inTroducTionInarecentarticle,Hubbard(2008)explores thestateof teacher educationandtechnology’sroletherein,andproposesthatthefuturepathsofcomputer assisted language learning(CALL)andteachereducationare–andshouldbe–linked.“ThefutureofCALL…iscloselytiedtothefutureoflanguageteachereducationbecause language teachersare thepivotalplayers: theyselect the tools to sup-porttheirteachinganddeterminewhatCALLapplicationslanguagelearnersareexposedtoandhowlearnersusethem”(p.176).Astheotherchaptersthrough-outthisvolumehaveshown,languageteachersareindeedthesepivotalplayersandare largely responsible formoving thefield forward.Yetseveralquestionsarethenraised:Howwellareteacherspreparedtoplaythiscrucialpart?Whattrainingdotheyreceive?Whattoolsdotheyneedtoknowhowtouse?Howcantheypossiblykeepupwiththeconstantly-changinglandscapeofnewtoolsandtechnologies? Thereisnodoubtthatlanguageteachersmustbeprepared,trained,andsup-portedaccordingly.Theymustbecomeadeptnotonlyatlanguageteachingprac-

2 callinG on EducaTors: PavinG ThE Way For call

ticesbut also inusing technological tools and, crucially, in the intersectionofthoseskillssothattheyareabletouseemergingtechnologiesintheirlanguageclassesineffective,pedagogicallysoundwaysthatcomplementandenhancetheirmethodologicalapproachtolanguagelearningandteaching. Thegoalof this chapter, generally speaking, is toprovide assistance to lan-guageeducatorsbyofferingguidanceinsomekeyareasoftechnologyincorpora-tionandimplementation.Ofcourseonechapterisinsufficienttoequiplanguageteacherswithallthetoolstheyneedtosucceed.Inthecontextofthischapter,westrivetoprovidefutureteachersnotonlywithasynopsisofthecurrentsituationinteachertrainingandCALL,butalsowithanoverviewofthetoolsavailabletosupporttheirteachingandprofessionaldevelopmentbygivingthemideasforwhat technology tools touse,where tofind those tools, andhow touse them.OrganizedaroundtheTESOL Technology Standards(seeAppendixA),thetoolsdiscussedinthelatterhalfofthischapterencourageteacherstostayconnectedtoothers,continuetheirgeneralprofessionaldevelopment,andstayontopofrecentdevelopmentsinCALL,inadditiontodevelopinginnovative,creativeandpeda-gogically sound tasks for their language classrooms.Those sections direct thereadertowardshowtofindthenewesttechnologiesandhowtousethem,aswellasoffertipsforfindingactivitiesthathavealreadybeencreated. Inthesefirstsections,weofferabriefoverviewoftheroleoftechnologytrain-inginteacherpreparationprograms,aswellasadiscussionofwhatroletechnol-ogyought toplay.The followingsections review recent research investigatingcurrent language teachereducationprogramsandcourses,and the impactsandeffectsoftechnologytrainingandincorporationtherein.

2. TEchnoloGy and TEachEr TraininG ProGramsWhilemanypre-service programs for language educators provide a variety ofpreparationfortheirfutureteachers,trainingintechnologystilloftenfallsshort.Kessler’s(2006)surveyofCALLteachertrainingprogramsrevealedanoveralllackofsatisfactionwith,andgeneralscarcenessof,CALLtraining.Thevastma-jorityof the respondents (88%) indicated that theywouldhavebenefited frommore instruction regarding teaching with technology. Further, those languageteacherswhohadacquiredCALL-specificskillsappearedtohavesoughtthoseskills elsewhere (92%), outside their teacher preparation programs.Hubbard’s(2008)reviewoflanguageteachereducationprogramsfoundsimilarresults. Therearemanyreasonsonecouldofferforwhythereisthislackintechnologytraining.Manyprogramssimplydonothaveenoughtimeandsupporttocoveralltheessentialskills,whileothereducatorsclaimthattheythemselvesarenotknowledgeableenough to transmit theappropriateknowledge.Moreover, tech-nologyorCALLisoftenseenassecondary,supplementalorextraneousinforma-tionforteachers–notpartofthe“basics”theyneedtoknowbeforeheadingintotheclassroom(see, forexample,Hubbard&Levy,2006orHubbard,2008forfurtherdiscussionofthesebarriers).Inanycase,technologyisoftenapproachedasanafterthoughtinmanymethodologycourses,andtoooftenlanguageteachers


endupintheprofessionwithlittletonotheoreticalorpracticaltraininginwhattoolstouse,howtofindthemoreffectivelyincorporatethemintotheirclasses. Whilethereareincreasingattemptstorectifythesegaps–seeforexampletworecentvolumesaddressingtheintersectionofCALLandlanguageteachertrain-ing(Hubbard&Levy,2006aandKassen,Lavine,Murphy-Judy&Peters,2007)—thesituationremainsnoteworthybecauseoftherelativelackofconnectionbe-tweenthetwofields.Further,thesecircumstancesaresomewhatsurprising,giventwoprimaryfactors:thefirstisthenationalandinternationalemphasisonincor-poratingtechnologyintoteachertrainingprograms,andthesecondisthefactthatlanguageeducators themselveshaveshownthat theyareeager to learnhowtofindandincorporatetechnologicaltoolsintotheirclassrooms.Thenextsectionsbrieflyoutlinethesetwocomplementaryforces–thepullfromthenationallevelandthepushfromtheindividuallevel–thathavecometogetherinrecentyearstoencouragelanguageteacherstobroadentherepertoireofteachingtoolstheyuse.

2.1. national and international standards and recommendationsBothnationalandinternationalorganizationsarecallingforteachers–languageteachersandotherwise–tobepreparedinavarietyoftechnology-relatedfieldsandtoolsbeforeenteringtheirclassrooms. All themajorstandardsdocumentsnowadaysmentiontechnologytosomeextentasitrelatestolanguageeducation.Forexample,ACTFL’sNationalStandardsProjectcameupwithaseriesofguide-lines,whichwehavecometoknowasthe5Cs,forlanguageteaching.Asoneoftheircoreassumptionsthesestandardsholdthatlanguageandcultureeducationshouldbe tied to“programmodels that incorporateeffectivestrategies,assess-mentprocedures,andtechnologies...”(NationalStandardsinForeignLanguageEducationProject,1999,p.7).However,thespecificrolethattechnologyplays–andhowitmaydoso–isleftunmentionedandopentovagueinterpretation,dependentuponateacher’sknowledgeandskilllevel,aswellascomfortlevel.Atthesametime,though,asMurphy-JudyandYoungs(2006)pointout,

[i]nforeignlanguageeducation,giventheemphasisoncommunicationandtheopportunitiesforcomputer-assistedlearning,technologiesplayanever-increasingroleinlearningstandards.Thus,appropriateandskillfulintegra-tionofcomputer-assisted language learning (CALL)figures into thestan-dardsfor teacherpreparationandthe institutions thateducate, license,andrecertifyteachers(p.45).

Althoughnotintendedforlanguageteachersspecifically,theInternationalSo-cietyforTechnologyinEducation(ISTE)hasalsodevelopedtheirownstandardsforteachers(citedinHubbardandLevy,2006b),inanefforttoensurethateffec-tiveteachersareabletomodelandapplytheNationalEducationalTechnologyStandardsforStudents(NETS-S)“astheydesign,implement,andassesslearn-ing experiences to engage students and improve learning; enrich professionalpractice;andprovidepositivemodelsforstudents,colleagues,andthecommu-


nity”(np).Accordingtotheseguidelines,allteachers–languageandotherwise–shouldstrivetoaccomplishthefollowingintheirclasses,aidedbytechnologytoolsandapplicationswhenrelevant:

1.Facilitateandinspirestudentlearningandcreativity2.Designanddevelopdigital-agelearningexperiencesandassessments3.Modeldigital-ageworkandlearning4.Promoteandmodeldigitalcitizenshipandresponsibility5.Engageinprofessionalgrowthandleadership

Again, although they are not specifically tied to any language curriculum, theincorporationoftheseISTEstandardsintolanguageclassesseemslogicalgiven,aswehaveseen throughout thisvolume, theaffordancesof technology in thisspecificsetting, thecommunicativeand interactivenatureof language,and thevarietyofrealiaandincreasedinputavailablethroughtechnologicaltools. Similarly,thenationalorganizationPartnershipfor21stCenturySkills(http://www.p21.org) advocates 21st century “readiness” for every student.Citing theUnitedStates’increasingrolesintheglobaleconomy,Partnershipfor21stCen-turySkills(P21)claimsthatstudentsareinasituationthatdemandsinnovation–technologicalandotherwise–andthisorganizationprovidestools,frameworksandresourcestohelpthemkeepup.Again,whiletheorganizationisnotrelatedspecificallytolanguageeducators,itscentralroleingeneraleducationhighlightstheincreasingplacethattechnologyhasandwillcontinuetohaveinourstudents’lives,aswellastherepercussionsthatthesetechnologieshaveonhowstudentslearnandinteract(forexample,thegrowingemphasisoncollaboration).Theor-ganization claims that in order to be effective in the 21st century,wemust beabletoexhibitbothfunctionalskillsandcriticalthinkingskillsrelatednotonlytoinformationbutalsotomediaandtechnology.Suchskillsincludetheabilitytoaccessandevaluatedigitalinformation,analyzeandcreatedigitalmedia,andapplytechnologyeffectively.Thesetaskscannotbetakenaslightlyastheyarepresentedhere;theyaredauntingundertakingstobesure.However,whatisim-portanttorememberisthattheirinclusioninP21’sframeworkisillustrativeoftheincreasingimportanceoftechnologicalliteracyinbothteachers’andstudents’lives. Morerecently,acommitteeofresearchersandteachertrainers(Healeyetal.,2009)cametogethertoestablishtheTESOLTechnologyStandardsforteachersandstudents(seeAppendixA).Thesestandardsaredetailedandofferguidanceregarding three specificgoals for studentsand fourgoals for teachers, rangingfromacquiringfoundationalskillsintechnologytousingtechnologiesforrecordkeeping,communicationandcollaboration,amongothers.TheseStandardsmeritsummaryhereinsofarastheyrelatespecificallytothegoalsofthischapter,andconsideringthatTESOListheonlylanguageteachingorganizationtoofficiallypublishsuchtechnology-relatedteachingandlearningstandards.Thegoalsspec-ifythatlanguageteachersacquireandmaintaintechnologyskillsforprofessionalpurposes to enhance their language teaching and learning, to facilitate record-keepingandassessment,andtoimprovecommunicationandcollaboration.The


supporting standards speak specifically to theways inwhich teacherswill usetechnologytools,suchastomaintaincontactwithpeers,studentsandadministra-tors,tosupportlanguagelearning,forgrading,andsoforth.Whilethesestandardsdonotpresentanecessarilynovelperspectiveonhowlanguageeducatorsshouldembracetechnologytools,theypresentaninvaluablestepforwardinthattheyareingoalandstandardformat. Lastly,itisworthnotingthatthesemovementstostandardizetechnologyuseandintegrationinourlanguageclasseshavenotexistedexclusivelyintheUnitedStates.Within the last decade, other organizations around theworld have alsobegun heading in the same direction. For example, a fairly recent publication(Kelly,Grenfall,Allan,Kriza&McEvoy,2004)espousedtheidealprofileofaforeignlanguageteacherinEurope.Whilethedocumentfocusesonseveralas-pectsofpreparation,trainingandpractice,technologyfiguresprominentlywithinthesectiondiscussing theknowledgeandunderstandingcentral to foreign lan-guageteaching.Thedocumentcites“Trainingininformationandcommunicationtechnologyforpedagogicaluseintheclassroom”and“Trainingininformationandcommunicationtechnologyforpersonalplanning,organisationandresourcediscovery”(p.5)asimportantcomponentsofthislanguageteacherprofile. There are of coursemanyother national, state and regional standards docu-mentsthatdealwithtechnologyinteacherandlanguageteacherpreparation;thisdiscussionhasonlyscratchedthesurfacewiththepurposeofshowingthatadmin-istratorsandpolicy-makersrecognizetheimportanceandvalueofbeingtechno-logicallysavvyintoday’sworld.Thenextsectionexaminesthisissuefromtheotherendofthespectrum–fromtheteachers’perspective.

2.2. Teacher beliefs and attitudesAswasmentioned above, it is particularly surprising that technology is oftentreatedasanafterthoughtinlanguageteacherpreparationprograms,quitesimplybecausetheseteachersthemselves–bothpre-serviceandin-service–havemadeitclearthattheywanttoincorporatetechnologyintheirclassrooms,andthattheywant tolearnhow.Thefactsandfiguresdiscussedinthissectionarenotnew.In2004,a surveyof teachers inGeorgia (Cooper) regarding theirpreparation forlanguageteachingrevealedthatteachersfelttheywerelessadequatelypreparedinthegeneralareaoftechnologyuseandincorporationthantheycouldhavebeen.Thedatapresentedherearemerelyarepresentativesampletoillustratethefactthatthiswishforincreasedemphasisontechnologyincorporationinteachertrain-ingexistsatalllevels.Thisdesireisnotsurprisingonthepartoftheteachers,asanyonewhohasbeenintheclassroomwillrecognizethat–whetherspokenorunspoken–thereisanexpectationthatweusetechnology.Evenadecadeago,thiswasthecase(Richards,Gallo&Renandya,2001),andtheexpectationsfromstudentsandadministrators,ifnotourselves,haveonlyincreased. A recent survey administered to educators and aspiring educators (ProjectTomorrow, 2010) regarding their use of technology in the classroom confirmsthat there continues tobegreat interest in the roleofnew technologies inour


classes.Sixty-sixpercentofcurrentteachersindicatedaninterestinincorporatingtechnologyintotheirlessons,afigurethatwasmatched,moreorless,bydistrictadministratorsandprincipalsaswell.Evenmoresupport,however,was foundamongthoseenrolledinpre-servicecollegeprograms:79%ofthoseteachersre-portedaninterestinintegratingdigitalmediaintotheirfutureclasses.Thesurveyfocusedparticularlyontheuseofcollaborative,digitalandmobiletechnologiesandtheirpotentialroleinK-12classrooms.Thefindings,though,caneasilybeextrapolatedtorelatetolanguageclassesbothattheK-12levelandattheuniver-sitylevel.Notonlydoourstudentswantthetechnology,teacherswantittoo,andtheteachersofthefuturewanttolearnhowtouseit. Anotherrecentsurvey(Ossipov,2010)ofstudentsenrolledinaMasterofArtsinTeaching(MAT)programaskedabout their trainingandusewith respect tospecific technological toolsandapplications.A totalof70pre-service teachersresponded, fromavarietyofbackgrounds (52%highschool,33%college/uni-versity,10%communitycollegeteachers;mixtureoflanguagestaught).Thevastmajorityconsideredthemselvesaverage(44%)orgood(44%)usersoftechnol-ogy,buttheyallexpresseddesirestolearnnewanddifferenttools.Forexample,theyindicatedadesiretolearnhowtousedigitalcameras(26%),voicerecorders(57%),iPods(43%),e-bookreaders(38%)andSmartBoards(61%),andsaidtheywanted to learn to create content using applications such aswebpage creators(69%),moviemakingsoftware(58%),exercisesandquizzes(64%),amongoth-erssuchassoundeditingsoftware.Themajorityoftherespondentsshowedgreatinterestinusingtechnologytoolssuchasvideoandphotosharingsites,podcasts,andwikistoconnectandcommunicatewithothers.However,whatmakestheseresultsmoreinterestingisthatthespecificcommentsoftherespondentsindicatethat,morethanwantingtoknowhowtousethesetools,theywanttoknowwhattodowiththeminclassandhowtousethemappropriately.Ossipovconcludesthat teachers are fairly comfortablewith technology butwould like to receivemoretrainingregardinghowtoselecttheappropriatetechnologyandhowtoin-corporatetechnologyintotheirlessonplans.Weshouldnoteaswell,though,thatnotallteacherssharethissenseofcomfortthatOssipovfinds.Basedonpersonalandanecdotalexperience,wecannotdenythatanumberoflanguageteachersfeelintimidatedoreventhreatenedbythevarietyandquantityoftechnologicaltoolsavailable,andtherearemoreeachday.Nonetheless,inspiteofsomeresistance,mosteducatorsthesedaysareawareoftheneed,oratleastthemotivations,forexploringnewtoolsandoptionsintheirteaching. In recognitionof the standards cited above and the teachers’ owndesires tolearnnewtechnologytools,anumberofrecentstudieshavefocusedonthebestwaystotrainteachersinusingandincorporatingemergingtechnologiesintheirclasses.Thereisagrowingbodyofworkinthisarea,withanumberofarticlescomingouteachyearandahandfulofeditedvolumes,allofwhichreflecttheincreasingprofessionalismofthefieldoflanguageteachereducation,aswellasthegrowingrecognitionoftheimportanceoftechnologyinthisendeavor.Tothatend, the next section reviews recent studies related to technology in languageteachereducation inorder tosummarizewhatwehave learnedfromthemand


wherewestandnow.

3. PrEvious Work incorPoraTinG TEchnoloGy in lan-GuaGE TEachEr TraininGAsmallbutgrowingnumberofstudieshavesoughttodeterminelanguageteach-ers’ practices and outcomes in this quest for linkingCALL and teacher train-ing.Forexample,Egbert,PaulusandNakamichi(2002)examinedhowlanguageteachersapplyCALLpracticesfromtheircourseworkwhentheyentertheirownclassroomsandfound that thosealreadyfamiliarwithCALLweremore likelyto use it. Crucially, they found that the largest obstacles to CALL integrationwere lackof time, fundingdeficienciesand insufficientknowledgeofnewde-velopments.Similarobstacleshavebeencited inotherstudies (e.g.,Goldfield,2001;Hoven,2007),whichrecognizedthesamelimitationsaswellastheneedtoencourageongoingteachertrainingandinitiatives.MorerecentworkbyChen(2008)soughttostudytheparticularfactorsinfluencingteachers’CALLintegra-tion.Bothquantitativeandqualitativeresultsshowedthattrainingiscrucial,andthe author recommends continuousprofessionaldevelopment focusedon tech-nologyapplicationinlanguageinstruction.Theserecommendationsarenotsur-prising,necessarily;fewwoulddisagreethat“ifwewantteacherstouseCMC[computermediatedcommunication] in their classrooms, thenexplicit trainingandpracticeinusingdiscussiontoolsforlanguageteachingneedtobeincludedinteachereducationprograms”(Johnson,2002,p.73).However,thedifficultyliesinhowtocarryouttheserecommendations.Thenextsubsectionsreviewsomeoftheapproachesthathavebeentakentoattempttoaccomplishthisprofessionaldevelopmentand training,simultaneouslyfocusingon teachingpracticeswhileemphasizingCALLskillsaswell.

3.1. Technology courseManylanguageteachersbenefitfromhavinganentirecourseduringtheirstudiesdevotedentirelytoCALLpractices.Thesecoursesoftenemploywhatisknownasthe“experientialmodelingapproach”(Hoven,2007,p.137), in that theyaredesignedtofamiliarizestudentswiththetoolsavailableastheyusetheminreal-istictasksthatcouldbeimplementedinlanguageclassrooms.Thesecourseshaveprovensuccessful(e.g.,Hoven,2007;Lord&Lomicka,2004;Rilling,Dahlman,Dodson,Boyles&Pazvant,2005;Son,2002)inteachingthetoolsandinprovid-ing“languageteacherswithpracticalexperience”(Son,2002,p.127).Inmanycases, however, such a course is not always available to language teachers astheyreceivetheirtraining,andinthesecasestrainershavetoresorttoalternativemethodsofprovidingthenecessaryinformation. It isworthnotingherethat this technologycourseoptionisnotappealingorevenviableinallcontexts.Foronething,manyinstitutionscannotaffordtodedi-catetheresourcesofanentirecoursetothisonetopic,givenbudgetary,space,staffing,curricularorotheradministrativelimitations.Similarly,ifastudentisnotinaspecificCALLtrainingprogram,itmaybedifficulttofindthetimetodevote


awholecoursetothistopic,especiallyif theirowninterestslieinliteratureorculturalstudies(asisoftenthecasewithgraduatestudentswhoteachlanguageclassesaspartoftheirdegreeprogram,butwhodonotnecessarilyconsidertheirprimarygoalstobeessentiallylinguisticorpedagogical).ItisperhapsforthesereasonsthatinstitutionshaveconsideredotheroptionsofdeliveringCALLtrain-ingtotheirstudents.

3.2. Technology infusion Inthe“programinfusionapproach”(Wildner,2000,pp.230-1),technologyisin-tegratednotinonesolecoursebutratherthroughouttheprogram,inothercourseswhoseprimarycontentisnottechnologybutratherpedagogyoreducation.Alongtheselines,LukeandBritten(2007)advocatefortechnology’sroletobeintegralinteacherpreparationprogramsandtobeacohesiveprogrammaticcomponentoftheirdevelopmentthatisinterwoventhroughouttheirformation.Hoven(2007)agrees,claimingthat“theprocessofbecomingauserofintegratedtechnologyintheclassroomnecessarilyinvolvestheexperienceofsuccessfulusesofdifferenttoolsavailable”(p.35).Giventhevastarrayofapproachestothemethodscoursethatteachersreceiveintheirtraining(seeWilbur,2007),infusingtechnologyintotheprogramhasbeengivenagreatdealofattention,inanefforttodeterminetheprocesses and effects of incorporating a variety of technological tools and ap-proaches. Anumberofresearchershaveexploitedthebenefitsofasynchronouscomputer-mediatedcommunication tools toenable teachers in training to reflecton theirgrowthaseducators,eitherwithamentororwitheachother,whilesimultane-ouslygaininghands-onexperienceusingthesetools.ArnoldandDucate(2006)suggestedthatusingtechnologyinthesecoursestoencourageteachersintrainingto learn the technologyanduse the technologyat thesametime,enables themtobetterteachwithitwhenthetimecomes.Kamhi-Stein(2000)concludedthatweb-baseddiscussion is aviablemeansof integrating technology intoTESOLteachereducationwhilesimultaneouslydevelopingknowledgeandcollaborating.Similarly,Johnson(2002)incorporatedweb-basedconferencingtoenhanceso-cialinteractionandcohesioninteacherpreparationcourses,whileYang’s(2009)teachersintrainingusedblogstocriticallyreflectontheirlearningprocessandtheirgrowthasteachers;bothstudiesfoundsimilarpositiveresults.Aseriesofarticles investigating social and cognitive presence in online forums (Arnold,Ducate,Lomicka&Lord,2005;Lomicka&Lord,2007;Lord&Lomicka,2007)foundthatteachersintrainingappreciatedtheuseofcomputer-mediatedcommu-nication(CMC)toolstoengageinreflection,andwereprovidedwith“valuabletoolsfortheirfutureteachingendeavors”(Lord&Lomicka,2007,p.513). Otherprojectshaveconnectedgroupsoflearnersandteachersfromdifferentcountriestoengageindeeperculturalinteraction,exchangeculturalknowledgeandgrowaseducators.Inadistanceeducationclass,KupetzandZiegenmeyer(2005)takethetacticof“purposefullearning”(p.179)byincorporatingvariousapproaches,methods,andtechnologiesintothecoursetogivestudentsfirst-hand


technologicalexperience.Liaw(2003)connectedEFLstudentteachersinTaiwanwithESLpre-serviceteachersintheU.S.,whileFuchs’s(2005)workexaminedanexchangebetweenteachereducatorsandpre-serviceforeignlanguageteach-ersintheU.S.andGermany.InArnold,DucateandLomicka(2007),technologywasusedtodevelopcommunitiesofpracticeacrossspaceandtime,specifically“tofacilitateexchangesamongstudentsfromthreegraduatepedagogyseminarsandwithexperts in thefieldof foreign languageeducation/applied linguistics”(p.103).Inallcases,participantsreportedappreciatingtheprojectsandseeingthebenefitsof includingsuch technology-basedprojects in teacherpreparationcourses.Participantsgainedbothcognitiveandsocialbenefitsfromtheseproj-ects,aswellaslearnedhowtousetheparticulartechnologytoolsthroughtheirpersonalexperiencewiththem.

3.3. Embracing the technologyWhatthisbriefoverviewhasshownisthatmosteducatorswanttolearntousetechnology effectively in their language classrooms, and that they can benefitfromexplicittrainingandinstruction.Wemustalsorememberthatsuchformaltrainingopportunitiesarenotavailabletoalleducators,andoftentheonusisonthe teacherher/himself tostayup-to-datewithcurrent technologiesandtrends.Thissituationraisesanumberofinterestingquestions:Howcanwelearnaboutnewtools?Howcanwestayinformedaboutcurrentpracticesandapproaches?Thereareworkshops,conferences,andmanyonlineresourcesavailabletoedu-catorsforthiskindofongoingprofessionaldevelopment,butwehavetoknowwheretofindthem.Thus,self-directedlearningbecomesanimportantaspectofprofessionaldevelopment.Asteachersweneedtotakebothinitiativeandrespon-sibilityforourownlearning. Atthesametime,evenforthosewithtraining,itappearsthatthereremainsagapbetweentrainingandpractice,oftenamongthesesameeducators.Meskill,Mossop,DiAngeloandPasquale (2002)gathered reactions,attitudesandprac-ticesfromnoviceandveteranteachers,aswellasaccomplishedtechnologyusersandthosewhohadnotembracednewtechnologiesintheirclasses.Theyfoundthatthereisaconsensusthattechnologycanbe“transformational”(p.47),buttransformationaltowhat?Thus,otherquestionsoftenstillremain:Whatdoteach-erswanttogetoutoftechnologytools?Whatshouldtheywanttogetoutofthem? Thefollowingsectionsofthischapterfocusontheseveryissues,rangingfromthewhat–findingtools,creatingpersonal learning networks(PLN)–tothehow–howtoimplementthesetoolsinpedagogicallyviableclassroomtasksandactiv-ities–andareorganizedaroundtheTESOLTechnologyStandardsforTeachers.TheStandardsaresummarizedinAppendixA,althoughthereaderisreferredtothepublisheddocumentoftheseTESOLTechnologyStandardsforfurtherdetail,asthespecificstandardsofeachgoalspellouttheskillsandknowledgenecessarytocomplywiththem.Thefirstsectionfocusesonknowledgeandskillsforprofes-sionalpursuits(Goal1),whichpointseducatorstofindingappropriatetoolstousewith technologysuchassearchengines, reference tools,andprofessional tools


suchasjournals,resourcecentersandpublishersites.Thesecondsectionisorga-nizedaroundtoolsthatintegratepedagogicalknowledgeandskillswithtechnol-ogytoenhancelanguageteachingandlearninginrecord-keeping,feedback,andassessment(Goals2and3).Theintentionofthissegmentistopresentteachingandlearningtoolsinwhichtechnologyisusedtoenhanceone’sskillsasateacherand/or learner.Finallythelastsection(Goal4)focusesonusingtechnologytoimprove communication, collaboration, and efficiency. It discussesnetworkingtoolsandlistserves,aswellasmicrobloggingserviceslikeTwitter.

4. FindinG rEsourcEsFindingnewandinnovativetechnologicaltoolsisusuallyachallengeforteach-ers.Weliveinanageofnewresponsibilitiesandtools,andifformaltrainingisnotreadilyavailable,teachersareoftenexpectedtobeindependentlearnerswhenitcomestotechnology.Inaddition,theyarecalledtoremainuptodatewithcur-rentpracticesandtheories.AccordingtoGodwin-Jones(2009),today’sstudentscometouswith“sophisticatedtechnologyskillsandhabits”(p.3); infact, to-day’sstudentscanbeassetstousintheclassroombycollaboratingandsharingtheirtechnologicalknowledge,butasteachers,wealsohaveadutytorespondtoadvancesintechnologyandtoprepareourteacherstoworkintechnologyrichschools.Weintroducesomeofthemostpopularandusefulcurrenttoolsinthesesections,organized loosely around the above-referenced fourgoal areasof theTESOLTechnologyStandardsforTeachers(seeAppendixA).

4.1. language teachers acquire and maintain foundational knowledge and skills in technology for professional purposes (Goal 1)ThefirstTESOLstandardsetsthegoalthatlanguageteachershaveknowledgeofandskillsintechnologyrelatedtotheirprofession.Thisisabroad-reachinggoalthatcouldencompasstheplethoraoftoolsavailableontheInternet.Wehighlightthosethatcouldbehelpfultobothteachersandlearners,subdividedingeneralthemes.

Searching

Searchengines areplentifulbutitmaytaketimetofindaparticularenginethatworkswellforyourgoals.ThewebsiteTeach-nologyoffersseveralpointersforlocatingahelpfulsearchenginetooltouse.Theirsuggestionsincludefindingen-ginesthat(1)arewellestablishedandhavebeenaroundforsometime,(2)filterinappropriatecontent,(3)returnveryrelevantcontent,(4)findhighqualitysites,(5)allowtheusertonarrowsearches,(6)savetimeandenergy,and(7)permitsearchingforspecificmediasuchaspictures,sounds,ormovies. Thereareofcoursemanysearchenginesthatexistbutafewmayofferfeaturesthatareparticularlyinterestingtoeducators.Seethelistbelowforexamples:

• Google-directoryandimagesearchengines.


• Google Scholar-simplewaytobroadlysearchforscholarlyliterature.• Refseek-accesstojournals,documents,webpages,books,encyclopedias,andnewspapers.

• My Way-similartoYahoo!,butwithoutanybanners,pop-ups,adsorspam.• Education World-educationlinksandoriginalcontentfromtheInternet.• Searchcredibile-facilitatessearching26enginesfromonelocationbyen-teringthesearchtermandclickingonthesearchengineofchoice.

• Ask Jeeves for KidsorKidrex-designedexclusivelyforyoungpeopleages6to12.

Professional Tools and Organizations2

Professional tools suchas journal andorganization resources (seeAppendixBforalistofprofessionaljournalswithafocusonCALL),languagecentersandpublisherwebsites play a pivotal role in educators’ professionalCALL devel-opment.Aiming to provide support and to assist teachers in their professionalgrowth,organizationsmayoffernetworkingopportunities,toolstobetterpreparelearners for today’sworld, scholarships and grants, professional literature andpublications, information on advocacy, workshops, conventions, and positionstatementsonvariousdebatedtopics.SomeoftheprofessionalorganizationsforlanguageteachersaretheAmericanCouncilontheTeachingofForeignLanguag-es(ACTFL),theModernLanguageAssociation(MLA),andTeachersofEnglishtoSpeakersofOtherLanguages (TESOL).Tofindoutmoreabout themyriadprofessionalorganizations,theConsortiumforLanguageTeachingandLearningatDartmouthoffersanextensivelist.Professionalorganizationsmayalsobeaf-filiatedwithaprofessionaljournal. LanguageResourceCentersaresupportedbytheU.S.DepartmentofEducationandestablishedinordertoimprovetheteachingandlearningofforeignlanguag-es.Theytypicallyprovideprofessionalservices,offersummerinstitutes,andhavematerialresourcesavailable.The15centersarelistedinAppendixB,includingawebsitewithmoreinformationandwebaddressesforeachcenter. Anotherhelpfulreferencetoolistextbookpublisherwebsites.Thesesitescanbe accessed to obtain information about textbooks, previewbooks, and obtaindeskcopiesofbooksandinformationaboutparticulartextbookbundles.Variousinstructionalresourcesareavailableaswell,suchasPowerpoints,imagebanks,testfilesandotherresourcefilesforteachers.SomepublishersitesareincludedinAppendixB. Oneofthebiggestchallengesthatteachersfaceissimplykeepinguptodateonallof thelatest technological toolsavailableforeducation.Followingblogsorsubscribingtofeedsmightbeausefulwaytolearnaboutthelatesttools.Forexample,RichardByrne, inhisblogentitledFreeTech forTeacherspublishespostsaboutnewtechnologytoolsandhowtheymightserveeducatorswithappli-cationsforeducation.Hisblogisnotlanguagespecificbutitdoesathoroughjobofkeepingteachersupdatedaboutthelatesttechnologicaltoolsforteaching.Onhissite,ashortreviewofthetool,followedbyasectionentitled,“Applications


foreducation,”areoftenprovided,whichhelptovisualizehowaparticulartoolcouldbeusedintheclassroom.

4.2. language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning, and apply technology in record-keeping, feedback, and assessment (Goals 2 and 3)These two goals of the TESOL Technology Standards are likely the goals that we as teachers tend to focus on more regularly on a day to day basis. We constantly search for new tools to help us plan and teach our classes, to facilitate student communication and learning, and to enhance our ability to connect with and inter-act with our students. This section presents a number of such tools, ranging from general tools for the classroom, to audio and video tools, to other networking tools that can connect students to each other and/or to the instructor.3

General Classroom Tools

Therearemanyfreetoolsavailablethatcanenhancetheteachingandlearningprocess.First,thereareresourcesavailableforgrammarandvocabularybuilding.DictionariesareacommontoolprovidedbydifferentInternetsites.Perhapsthreemorecomprehensivesitesincludedictionary.com,Leo,andwordreference.com;thelatterallowsyoutochooseyourlanguage,andthuscanbeavaluableresourcetothoseneedingtolookupaword.VocabularyBuildersisatooldesignedtohelpstudentslearnnewwords,playgames,andexplorelanguage. Otherapplicationsaredesignedtoenhanceclassroomprojectsandofferacre-ativetwisttolearning.Wikipediaisafreeweb-based,collaborativeencyclopediaprojectthatismultilingualandaffordsstudentstheopportunitytoworktogeth-erincreatingafinalproduct.TheadvantagetoasitelikeWikipediaisnotjustthecollaborativenatureoftheinteractions,butalsothefactthatthestudentsarepublishingforarealaudience.Bighugelabshelpscreativelyshapedigitalphotosintomotivationalormovieposters,magazinecovers,badges,mosaics,collages,calendars,frames,andsoforth.Forweb-basedpresentations,Preziusesamaplayoutandzoomingtoshowrelationshipsincontextandtocreatenonlinearpre-sentations.Ideas(usingpictures,videos,anddrawings)canbepresentedonacan-vas,suchasawhiteboardratherthanthroughtraditionaltypesofslides.Studentscould,forexample,takepicturesofdifferentplacesataschool,providesimpletexttodescribethemandputthemintoaPrezipresentationforotherstovieworuseinthecontextofascavengerhunt.UsingPrezi,studentscancreatestoriesinthetargetlanguagethatareverydynamicandnon-traditionalintheirformat.Tocreatediagrams,onemightuseSimpleDiagrams,afreetoolcombiningclipart,text,andfreehanddrawings.Finally,forinstructorswhouseclipart,freeclipart,coloringpages,fonts,worksheetsandsoundsareavailableatAwesomeClipArt-ForKids.Teacherswhoneedmusicclipsorroyalty-freemusiccansignupforfreemusicclipsforeducationoraccessthefreesoundeffectslibrary.


Asmentionedabove,theTESOLStandardsalsoencouragetheuseoftechnol-ogy for assessment.A free online quizmaker,QuizStar allows users to createquizzesinmultiplelanguages.HotPotatoes,agrammarandvocabularylearningtool,isfreewareandincludessixcomponentstohelpwithlearning:interactivemultiple-choice, short-answer, jumbled-sentence,crossword,matching/orderingandgap-fillexercisesfortheWorldWideWeb.OnlinetoolsavailabletocreategamesincludesitessuchasPuzzlemaker(wordsearchesandcrosswordpuzzles),Bingo,andJeopardy.Thesetoolscancreateopportunitiesforbothinformalandformaltypesofassessment.

Audio and Video Tools

Audioandvideo aretwowaysinwhichtheInternetcanextendlearningbeyondthefourwallsoftheclassroomforteachersandlearnersalike.Teacherscanfindavarietyof audio andvideo sources that areup todate and language specificfortheirparticularteachingneeds.WhileKidsTubeisamonitoredvideosharingwebsitedesignedforkids,YouTubeandTeacherTubehaveawidevarietyofcon-tentavailablefrommusicvideostohow-tovideos.TeacherTube,awaytoshareinstructionalvideo,offersvideosharingsimilar toYouTube,but isparticularlydesignedforthoseineducation.Oneresourceworthnotingisthedownloaderof-feredbyTeacherTubetorecordvideoforpersonalorclassroomuse.Anotherser-vice,Vixy,alsoprovidesuserswithatooltodownloadYouTubeorTeacherTubevideos.VixycanalsoembedvideointovariousformatsandgeneratevideoRSSfeedsorpodcasts.IfteachersdonothaveaccesstotheInternetduringclass,theseoptionscanbeespeciallyhelpfulforbringingInternetclipstostudents. Tocreatepresentationsorscreencasts,Jingcantakesnapshotsandvideo(freefor5minutesorless)ofwhatisonyourscreenandaddthemtoyourblog,web-site, presentations, andword processing documents. In a similarway, ScreenrisequallysimpleandeasytouseforthosewhohaveTwitteraccounts.Itisfreeandregistrationisnotnecessary,buthavingaTwitteraccountallowsyoutosaveyourrecordingsandpublishthemtoTwitter.RecordingscanalsobepublishedtoYouTubeordownloadedtoyourcomputer.Offeringvoiceandvideo,Sketchcastallowsusers to combinewritten andvisual explanations.Users candraw (andrecord)sketchesonlineand(ifdesired)accompanythemwithvoiceinstructions.Userswillneedascreencastingtoolaswellasadrawingprogramtomakesketch-es.AtabletPCisrecommendedforeaseofdrawing. Therearemanytoolsthatallowuserstheoptionofrecordingvideoand/orau-dio.TokBoxisawebapplicationthatallowsuserstomakemulti-partyvideochatcallsovertheInternetwithoutadownload.Forrecordingvideosandsharingthemwithothersviaemail,teachersmaywanttotrySnapyap’sfreeservice.Studentsfromdifferentcountriescanchatinrealtimeorexchangevideoemailswitheachotherbyusingthesefreetools.Anotheraudioapplication,Vocaroo,offersaquickandeasywaytorecordyourselfdirectlyontheweb.Studentscanrecordanswers,responses,ordialoguewithothersintheL2andsendrecordingstotheirteacherorotherstudentsbye-mail.Aneditingoptionisnotavailableandrecordingcan


besaveddirectlytoacomputerinlimitedformats.Youmayalsosavethee-mailthathasthelinktotherecording.AnotherfreeserviceisAnimotowhichisawebapplicationthatproducesvideosfromuser-selectedphotos,videoclipsandmu-sic.Finally,Vokiisarecordingtoolthatallowsuserstoexpressthemselvesusingvoice(theirvoiceorvoicesofferedbythetool)andatalkingcharacteroranava-tar.Thisapplicationhasbeenverypopularwithlanguageclassesandallowsformoreanonymityforyoungerlearnersastheycancreatetheirownvisualappear-ance.Ifuserstypeintext,theVokitoolscanspeakthelanguagefromdifferentvoices(male,female,etc.)andwithdifferentaccentsfromaparticularlanguage.

Other Networking Tools

Networkingtoolsaregrowingineducationandrepresentavirtualwaytoconnectwithotherteachersforprofessionaldevelopment,whichwillbediscussedbelow,andwithstudentstoextendlearningbeyondtheclassroom.Socialnetworksspe-cifictolanguagelearningarenowavailablethatprovideacommunityoflearn-erswithwhomthelearnerscaninteract,receivefeedback,provideconstructiveconversation,stimulateinterculturaldialogue,andlearnanewlanguage(accesstocertainfeaturesisfreebutmanyimposeamonthlyfeeforfulluse).Manysitesoffercoursecontent,audioflashcards,chat,correctionandfeedbackfromnativespeakers. Some examples of language learning networks includeWordchamp,LiveMocha,Palabea,Busuu,italki,LingQandHello-Hello. Other sites are not language learning networks but still allow users to con-nectwithotherswhosharetheirinterests,theirlanguages,oranythingelse.Forexample,Twitter,apopularmicrobloggingservice,allowsforsocialnetworkingandenablesitsuserstosendandreadotherusermessagescalledtweets.Userscanfollowothersandaccumulatefollowers.Tweetersgenerallyanswerthequestion“what’shappening”or share informationonparticular topicsor askquestions.Flickr,animageandvideohostingwebsite,allowsuserstostore,sort,searchandsharephotosandvideosandprojectscanbedonecollaborativelyasaclass.Allofthesetoolscanbeimplementedinthetargetlanguageclassbetweenteachersandstudentstoshareresources,buildcommunityorexchangeinformation.Onecouldusethemultimediasitesfortellingstories,doingashow-and-tellinthetargetlan-guage,takingvirtualtoursofatarget-language-speakingarea,etc.,anduserscanleavecommentsandnotesonallentries.Studentsandteacherscouldpostupdatesandpictureswhentravelingabroadandusethemtocontributetodatabasesthattheysharewithothereducatorsandinstitutions.

4.3. language teachers use technology to improve communication, collaboration, and efficiency (Goal 4)Teachers, just likeanyotherprofessionals,needtofindwaystosavetime,im-proveefficiency,andsharebestpractices.Thissection,basedonGoal4of theTESOLTechnologyStandards, addresses tools available tohelpusmeet thesegoals.Acrucialpartofourprofessionaldevelopmentinvolvesconnectingwithothereducators.Educationalnetworkingisatermthatdesignatestheuseofsocial


networksforeducation.Avarietyofservicesforeducationalnetworkingexistsandincludesoptionssuchaslistserves,socialnetworkingsitesandmicrobloggingsites.AfewresourceswillbedescribedbelowbuttheEducationalNetworkingWiki(seeAppendixB)offersamoreextensivelistofnetworkingsitesavailablespecificallyforteachersandforthoseineducation. Forthosewhowishtouseanonlineorganizertofacilitatemeetingsorconfer-ences,Meet-o-matic is an easy and freemeeting scheduler that uses a simplewebform,emailsparticipantsandallowsfortheviewingofresults.AnotherfreeschedulertosetupmeetingsandappointmentsonlineisDoodle.OneoftheperksofDoodle.comisthatnoregistrationisrequiredsoitisbothquickandeasytouse.LikeDoodle,Flistiisaneasyandfreetooltocreatepollsthatrequiresnoregistra-tion.Pollscanbeembeddedintoblogs,wikisandwebsites.AnotherfreeservicetosetuppollsisPollDaddywhichallowsupto10pollquestionsfreeofcharge. Allofthetoolsdiscussedintheupcomingsectioncanbehelpfulinconnectingwithothers,inprovidingsupportandanswers,advertisingprofessionalopportuni-tiesandevenemploymentventures;howevertheyarenotspecificallyreservedforeducators.Forexample,LinkedInisapopularbusinesssocialnetworkingcom-munitydesignedasaresourcetoconnectandcommunicatewithotherprofession-als,toincreaseone’svisibilityandtoimproveone’sconnections.Userscancreateprofiles,joingroups,addapplicationsandproviderecommendationsforothers.Perhapslessbusinessoriented,socialnetworkingsitessuchasBeboandFace-bookofferopportunities tokeep in touch,network,makefriendsandestablishrelationships.Withinbothcommunities,groupscanbecreatedanduserscanbe-comefansorjointhegroup.OnFacebook,forexample,manyprofessionalorga-nizations,suchasACTFL,AATF(AmericanAssociationofTeachersofFrench)andAATSP(AmericanAssociationofTeachersofSpanishandPortugeuse)havegrouppages,allowinguserstoconnectvirtually.Plaxoisanonline,automaticallyupdated,addressbookandsocialnetworkingservicethatallowsyoutokeepintouchwithyourcontacts.Italsoremindsyouoftheirbirthdays,offersportabil-ityforaccessingyourcontacts,andtracksanychangeintheirinformation,suchasamovefromone institution toanother.EdModo isaprivatemicrobloggingplatform thatwas designed as a safe alternative to traditional social networksforclassroomuse.Thisplatformallowsteachersandstudentstoexchangenotes,links,files,alerts,assignments,andeventswitheachother. Othertoolscateruniquelytoeducators.Createdwithteachersinmind,Class-room2.0 is an interactive space for educators usingWeb2.0 and collaborativetechnologies.Freetothosewhouseit,Classroom2.0offerssocialnetworkingaswellassupportforthosenewtoWeb2.0.Userscanestablishapersonalpage,joingroups,andparticipateinforums.Ningisanonlineplatformthatuserscanusetocreatetheirowneducationalnetworks.Ateachercouldcreateanetworkforaclasstouseduringtheacademicsemesteroryearforexamplewherestudentsandteachercaneasilyconnectwitheachother.NingisnolongerafreesitebutPear-sonEducationoffersaNingminiforfreetoeducatorswithregistration(subjecttoapproval).Teacher9isawebsiteexclusivelyavailabletoteachersthatallowsthemtointeractwithfellowteachers,exchangelessonplansandnetwork.Their


websitedescribestheresourceasaplacetointeract“withouthavingtowaitforanin-serviceday”(http://www.teacher9.com,¶1). Availabletoolsandresourcesthathelptoconnectteachersincludelistservs,mi-crobloggingandmediasharing.Sinceitscreationin1994,FLTeachhasservedasaresourceforteachersbothseasonedandnew.Awebsitedesignedtohaveeduca-torsconnectwithotherteachers,FLTeachisalsoalistservthatconnectslanguageteachersontopicssuchasclassroomactivities,curricularissuesandarticulation,resources,andmuchmore.

4.4. creating a personal learning network

Foruseducatorsitiscrucialthatwenetworkandinteractwithothers.Technol-ogyoffersusavirtualpresenceandawaytoconnectwithothereducatorsfromaroundtheworld.PLNscouldconsistofgoals,practices,andtechniquesthatarerelatedtoaparticulartopicandthatassistinaccomplishingprofessionalgoalsorpersonalinterests.Theyareaspaceinwhichweshare,learn,impact,transform,connect,andinteracttogether;theyhaveaprofoundimpactonhowwelearn.Asweconsider the importanceof self-directed learning toextendandexpandourownknowledgebasesinourownprofessionalcareers,itmightbehelpfultocre-ateaPLN.Todothis,educatorscouldtakeintoconsiderationandusemanyoftheabovementionedresourcesandtools.Afirststepmightbetojoinaprofessionalsocialnetwork(suchasLinkedIn)tomakepersonalandprofessionalconnections.Then,onemightfindotherblogsorfeedstofollowinordertoenhanceone’sownknowledgebase.Theseresourcescouldbeconnectedtogetherinapersonalizedstartpageorwebportal (e.g.,Netvibes, iGoogleorPageflakes).Thenext stepwouldbeforeducatorstoparticipateandcontribute,interactwithothersbycom-mentingonblogs,sharingresourcesonTwitter,andconnectingwithcolleaguesaroundideasthatwearepassionateaboutinordertobeginconversationstoen-hanceandtotransformourownlearningandprofessionaldevelopment.Buildingabaseofpeopleandresourcescanhelptoguideourownlearningandpointustofurtherresourcestoenhanceourprofessionalgrowthanddevelopment.

5. conclusionArecent issueof theLanguage Educator (“SoYouSay,”2010)askedteachershowtheymightadapttheirlanguageclassroomtoappealtothemillennialgen-eration.Everyresponsethatwaspublishedmentionedsomeformoftechnology,fromSkypetosocialnetworkingtoYouTubetoVoicethread.Tothatend,Wiki-pediastates thatmillennial learnersarecharacterizedby“an increaseduseandfamiliaritywithcommunications,media,anddigitaltechnologies”(«GenerationY,»2005,«Definition,»¶2).Theseresponsessuggestthatwemustconsiderourlearners–whotheyareandwhatcharacterizesthem.Thesurveyresponsesindi-catethattoday’sstudentsembraceadifferenttypeoflearning—onethatinte-gratestechnologywithcollaboration. Although this chapter has presented a variety of tools that are available forteachingand learning, thechallenge that liesbeforeus isknowingwhen these


toolsaremosteffectivetouseandhowtousethemwithtoday’slearners.It isimportanttoevaluateeachtoolandtotakeintoconsiderationforwhichpurposesweareusingaparticulartool.Wemustconsiderthecharacteristicsofthelearners,thegoalsofthetask,andtheavailabletoolsforimplementationofthetask.Be-causetechnologyplayssuchacrucialroleinthemillennialgenerationoflearners,itisimportantforteacherstostayuptodate,remaininformed,andbecompetenttechnologyusers. Consideringteachers’needs,forexampletraining,support,time,mentoringandsoforth,wemustrealizethatnoneoftheseneedsexistsinavacuum–rathertheymustbedevelopedsimultaneouslyinordertobegintopavethewayforfutureed-ucators.Weshouldrememberthattechnologycanbe“transformational”(Meskilletal.,2002,p.47),ifpedagogydrivesthetechnology,whichinturnmotivatesthelearner. Inthischapterwehavediscussedhoweducatorscanmovetheprofessionfor-wardandexaminedsometoolstoassistthemalongtheway.Areteacherspre-pared tomoveforward?Is their trainingadequate?What toolsareavailable tothemandhowcantheykeepupwiththenewtoolsandtechnologies?Itisafactthatmanyeducatorswanttolearntousetechnologyeffectivelyintheirlanguageclassrooms,andthattheycanbenefitfromexplicittrainingandinstruction.ItisourhopethatbyprovidinganoverviewofthesituationofteachereducationandCALLandbyprovidingsomepossibletoolstohelpteacherswithteachingandlearning,wecancontinuetopavethewayforthefutureofCALLandencourageteacherstotakeresponsibilityfortheirownongoingprofessionaldevelopment.

noTEs1Bothauthorscontributedequallytothispaper.2PleaseseetheAppendixBforalistofresourcesandURLsforthissection.3Whendiscussingweb-basedoptions,oneconcernthatshouldbeconsideredisaccesstopersonalinformationandsafety.Teachersmaymaintainaprofileonasocialnetworkwithpersonalinformationthattheydonotwishforstudentstoviewandlikewise,theymaynotwishtoviewstudents’information.Manynetworkingtoolshavesettingsthatallowuserstohidefeatures(suchaspersonalinformation,photos,etc.)fromselectedcontacts.Anoth-eroptionwouldbeforaneducatortosetuptwodifferentprofiles–onefortheclassroomandoneforprivateuse.OrganizationssuchasWiredSafetyandSafeKidsaredesignedtoprovidetipsforkeepingkidssafeonline.Wiredsafety.orgrecognizesthatthegreatestriskchildrenfaceisbeingdeniedonlineaccesstotheInternet.Thatsaid,itisabsolutelycrucialthateducatorsunderstandhowchildrenusetheInternetsothattheycanmaketheexperienceasafeoneforthem.

QuEsTions For rEFlEcTion1.ConsiderthedisparitybetweenteachertrainingprogramsandCALLprep-arationdiscussedinthefirstsectionsofthischapter.Whatfactorsdoyou


thinkcontributetothecurrentsituation?Whatchangesmightweseeinthefuturethatcouldhelpremedythesituation?

2.Choose a toolmentioned in this chapter that you are not familiarwith.Afterexperimentingwithitonyourown,provideashortreviewtoyourclassmates.

3.What are some challenges that teachers face in using technology tools? Compare ideas across levels of instruction (elementary, middle, highschool,university).Whatideasdoyouhavetoovercomethesechallenges?

4.Arecertaintechnologiesmorereadilyoreasilyincorporatedintolanguageclassesthanothers?Arecertainagesorlevelsoflanguageinstructionmoreappropriatethanothersfortechnologyincorporation?Explainandjustifyyouropinions.

kEy TErmsCALLpersonallearningnetwork(PLN)teachereducation/trainingtechnologicaltoolsTESOLTechnologyStandards

casE sTudyAnewcolleagueinyourlanguagedepartmentclaimsthattechnologyalwaysfailshim,andthatthere’snothingtechnologicaltoolscandothathecan’tdowithaplainoldpaper-and-pencilapproach.Asaresult,hedoesn’tuseanytechnologyinhisteachingorprofessionaldevelopment.

Discussion questions

1.Whatdoyouthinkhisreasonsreallyareforavoidingtechnology?2.Howwouldyoutrytoconvincehimofthebenefitsofincorporatingnewtools?Consideryourownexperienceaswellaswhatpreviousresearchcantellus.

3.Whattool(s)wouldyousuggesthestartwith?Why?

idEas For acTion rEsEarch ProjEcTs1.Analyze a colleague’s use of technology in her/his language classroomoverthecourseofasemesteroryear.Coupletheseobservationswithinter-viewswiththeinstructorandfeedbackfromher/himontheeffectivenessofthetechnologyincorporation.Howwellisthiseducatorpreparedtoef-fectivelyintegratecurrenttechnologytoolsinher/hisclass?Howeffectiveisthetechnologyintegration?Whatistherelationshipbetweentheinstruc-


tor’sattitudesandher/histechnologyuse?2.Createaquestionnairetodistributetoyourcolleaguesthatwouldprovidedataonwhatteachersperceiveasthegreatestchallengestousingtechnol-ogy.Analyzetheresultsandcomparethemtootherpublishedliterature.

3.Survey a class of language learners to determinewhat technology toolstheythinkwouldbebeneficialintheireducation.Comparetheirattitudestothoseoftheirteachers.Arestudents’expectationsrealistic?Areteach-ers’?

4.Designapilot study to investigate theoutcomesof technology incorpo-rationinalanguageclassbystudyingtwoclasses:onethat incorporatesa technological tool insomeway,andanother thataccomplishessimilargoalsthroughmoretraditionalmethods(buttheclassesshouldotherwisebecomparableinallotheraspects).Analyzetheoutcomesintermsofstu-dentandinstructorattitudes,languageacquisition,culturalawareness,orthelike.

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aPPEndix aTEsol TEchnoloGy sTandards

(summary From hTTP://iWEB.TEsol.orG)

TECHNOLOGY STANDARDS FOR LANGUAGE LEARNERS Goal 1: language learners demonstrate foundational knowledge and skills in technology for a multilingual world.Standard1:LanguagelearnersdemonstratebasicoperationalskillsinusingvarioustechnologicaltoolsandInternetbrowsers.

Standard2:Languagelearnersareabletouseavailableinputandoutputde-vices(e.g.,keyboard,mouse,printer,headset,microphone,mediaplayer,electronicwhiteboard).

Standard3:Languagelearnersexerciseappropriatecautionwhenusingon-linesourcesandwhenengaginginelectroniccommunication.

Standard 4: Language learners demonstrate basic competence as users oftechnology.

Goal 2: language learners use technology in socially and culturally appropriate, legal, and ethical ways.Standard1:Languagelearnersunderstandthatcommunicationconventionsdifferacrosscultures,communities,andcontexts.

Standard2:Languagelearnersdemonstraterespectforothersintheiruseofprivateandpublicinformation.

Goal 3: language learners effectively use and critically evaluate technology-based tools as aids in the development of their language learning competence as part of formal instruction and for further learning.Standard1:Languagelearnerseffectivelyuseandevaluateavailabletechnol-ogy-basedproductivitytools.

Standard2:Languagelearnersappropriatelyuseandevaluateavailabletech-nology-basedlanguageskill-buildingtools.

Standard3:Languagelearnersappropriatelyuseandevaluateavailabletech-nology-basedtoolsforcommunicationandcollaboration.

Standard4:Languagelearnersuseandevaluateavailabletechnology-basedresearchtoolsappropriately.

Standard5:Languagelearnersrecognizethevalueoftechnologytosupportautonomy,lifelonglearning,creativity,metacognition,collaboration,per-sonalpursuits,andproductivity.


TECHNOLOGY STANDARDS FOR LANGUAGE TEACHERS

Goal 1: language teachers acquire and maintain foundational knowledge and skills in technology for professional purposes.Standard1:Language teachers demonstrate knowledge and skills in basictechnologicalconceptsandoperationalcompetence,meetingorexceedingTESOLtechnologystandardsforstudentsinwhateversituationtheyteach.

Standard2:Languageteachersdemonstrateanunderstandingofawiderangeoftechnologysupportsforlanguagelearningandoptionsforusingtheminagivensetting.

Standard3:Languageteachersactivelystrivetoexpandtheirskillandknowl-edgebasetoevaluate,adopt,andadaptemergingtechnologiesthroughouttheircareers.

Standard4:Languageteachersusetechnologyinsociallyandculturallyap-propriate,legal,andethicalways.

Goal 2: language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning.Standard1:Languageteachersidentifyandevaluatetechnologicalresourcesandenvironmentsforsuitabilitytotheirteachingcontext.

Standard 2: Language teachers coherently integrate technology into theirpedagogicalapproaches.

Standard3:Languageteachersdesignandmanagelanguagelearningactivi-tiesandtasksusingtechnologyappropriatelytomeetcurriculargoalsandobjectives.

Standard4:Languageteachersuserelevantresearchfindingstoinformtheplanningoflanguagelearningactivitiesandtasksthatinvolvetechnology.

Goal 3: language teachers apply technology in record-keeping, feedback, and assessment.Standard1:Languageteachersevaluateandimplementrelevanttechnologytoaidineffectivelearnerassessment.

Standard 2: Language teachers use technological resources to collect andanalyzeinformationinordertoenhancelanguageinstructionandlearning.

Standard3:Languageteachersevaluatetheeffectivenessofspecificstudentusesoftechnologytoenhanceteachingandlearning.

Goal 4: language teachers use technology to improve communication, collaboration, and efficiency.Standard1:Languageteachersusecommunicationtechnologiestomaintaineffective contact and collaboration with peers, students, administration,andotherstakeholders.


Standard2:Language teachers regularly reflecton the intersectionofpro-fessionalpracticeandtechnologicaldevelopmentssothattheycanmakeinformeddecisions regarding theuseof technology to support languagelearningandcommunication.

Standard 3: Language teachers apply technology to improve efficiency inpreparingforclass,grading,andmaintainingrecords.

Appendix BGuide to resources

Resource Name URLSearchEngines Google http://google.com

Refseek http://www.refseek.com/

MyWay http://myway.com

EducationWorld http://www.education-world.com

AskJeevesforKids http://www.askkids.com

Kidrex http://www.kidrex.org/

ProfessionalJournals CALICOJournal(CALICO-The

ComputerAssistedLanguageInstructionConsortium)

http://calico.org/

TeachingEnglishwithTechnology(IATEFLPoland)

http://iatefl.org.pl/call/callnl.htm

CALL-EJ On-line(OnlineJournal) http://callej.org/

Computer Assisted Language Learning: An International Jour-

nal(TaylorandFrancis)

http://www.tandf.co.uk/journals/ti-tles/09588221.asp


ProfessionalJournals CALL Review: the SIG Journal

(TheIATEFLSpecialInterestGroup›sNewsletter)

http://ltsig.org.uk/news-letter.html

IALLTJournal(InternationalAs-sociationforLanguageLearning

Technology)

http://www.iallt.org/iallt_journal

JALT-CALL Journal(JapanAs-sociationofLanguageTeaching-Computer-AssistedLanguageLearningSpecialInterestGroup)

http://jaltcall.org/news/index.php

Language Learning and Technol-ogy(OnlineJournal)

http://llt.msu.edu/

ReCALL(EuropeanAssociationforComputerAssistedLanguage

Learning)

http://www.eurocall-languages.org/recall/

Journal of Computer Assisted Learning(Blackwell-ComputerAssistedLearningingeneralrather

thanCALL)

http://www.blackwell-publishing.com/journal.asp?ref=0266-4909

LanguageResourceCenters

CenterforAdvancedLanguageProficiencyEducationandResearch(CALPER)/PennStateUniversity

http://calper.la.psu.edu/

CenterforAdvancedResearchonLanguageAcquisition(CARLA)/

UniversityofMinnesota

http://carla.acad.umn.edu/

CenterforAppliedSecondLan-guageStudies(CASLS)/University

ofOregon

http://casls.uoregon.edu/home.php



CenterforLanguageEducationandResearch(CLEAR)/MichiganState

University

http://clear.msu.edu/

CenterforLanguagesoftheCentralAsianRegion(CELCAR)/Indiana

University

http://www.indiana.edu/~celcar/

ForeignLanguageResourceCentersHomePage

http://nflrc.msu.edu/

LanguageAcquisitionResourceCenter/SanDiegoStateUniversity

http://larcnet.sdsu.edu/

NationalAfricanLanguagesRe-sourceCenter(NALRC)/University

ofWisconsin

http://african.lss.wisc.edu/nalrc/

NationalCapitalLanguageRe-sourceCenter(NCLRC)/George-

townUniversityCenterForAppliedLinguistics

http://www.nclrc.org/

NationalEastAsianLanguageResourceCenter(NEALRC)/Ohio

StateUniversity

http://nealrc.osu.edu/

NationalForeignLanguageRe-sourceCenter(NFLRC)/University

ofHawaiiatManoa

http://www.nflrc.hawaii.edu/

NationalK-12ForeignLanguageResourceCenter(NFLRC)/Iowa

StateUniversity

http://www.educ.iastate.edu/nflrc

NationalMiddleEastLanguageRe-sourceCenter(NMELRC)/Brigham

YoungUniversity

http://nmelrc.byu.edu/



SlavicandEastEuropeanLanguageResourceCenter(SEELRC)/DukeUniversity&UniversityofNorth

Carolina

http://seelrc.org/

SouthAsiaLanguageResourceCenter(SALRC)/Universityof

Chicago

http://salrc.uchicago.edu/

TextbookPublisherWebsites

CengageLearning http://www.cengage.com/us/

HoltMcDougal http://holtmcdougal.hmhco.com

McGraw-Hill http://www.mheducation.com/

Pearson http://www.pearsonhighered.com/

VistaHigherLearning http://vistahigherlearning.com/

Wiley http://www.wiley.com/

OtherTools

Teach-nology http://www.teach-nology.com

Wikipedia http://www.wikipedia.org

Meet-o-matic http://www.meetomatic.com

Doodle http://www.doodle.com

Flisti http://flisti.com

PollDaddy http://polldaddy.com

NationalForeignLanguageResourceCenters

http://nflrc.msu.edu/lrcs.php

Educationalnetworkingwiki http://www.educationalnetworking.com

LinkedIn http://www.linkedin.com

Bebo http://www.bebo.com

FaceBook http://www.facebook.com


Plaxo http://www.plaxo.com

EdModo http://www.edmodo.com

Classroom2.0 http://www.classroom20.com

Ning http://www.ning.com

Teacher9 http://www.teacher9.com

FLTeach http://www.cortland.edu/flteach/

Searchcredible http://www.searchcredible.com

Wordchamp http://www.wordchamp.com

LiveMocha http://www.livemocha.com

Palabea http://www.palabea.com

Busuu http://www.busuu.com

Italki http://www.italki.com

LingQ http://www.lingq.com

Hello-Hello http://www.hello-hello.com

Twitter http://www.twitter.com

Flickr http://www.flickr.com

Freetechforteachers http://www.freetech4teachers.com

Wiredsafety http://www.wiredsafety.org

SafeKids http://www.safekids.com

Kidstube http://www.kidstube.com

Teachertube http://www.teachertube.com

Teachertubedownloader http://www.downloadtoolz.com/teachertube/

Vixy http://vix.net

Jing http://www.jingproject.com

Screenr http://screenr.com

Sketchcast http://sketchcast.com

TokBox http://www.tokbox.com

Snapyap http://www.snapyap.com

Vocaroo http://vocaroo.com


Animoto http://animoto.com

Voki http://voki.com

Dictionary.com http://dictionary.com

Leo http://dict.leo.org

Wordreference.com http://wordreference.com

VocabularyBuilders http://www.vocabulary.com

QuizStar http://quizstar.4teachers.org

HotPotatoes http://hotpot.uvic.ca

Puzzlemaker(wordsearch,crossword)

http://www.puzzlemaker.com

Bingo http://print-bingo.com

Jeopardy http://www.superteachertools.com/jeopardy

Bighugelabs http://bighugelabs.com

Prezi http://prezi.com

SimpleDiagrams http://www.simplediagrams.com/home

AwesomeClipArtForKids http://www.awesomeclipartforkids.com

Royaltyfreemusic http://www.royaltyfreemusic.com/free-music-program

Freesoundseffectslibrary http://www.freesfx.co.uk

LanguageTeachingandLearningatDartmouth

http://consortium.dartmouth.edu/node/70


about the authorsGillianLord([email protected])isAssociateProfessorofSpanishandLinguisticsattheUniversityofFlorida,whereshedirectstheLowerDivisionSpanishProgramandisChairoftheDepartmentofSpanishandPortugueseStudies.ShecurrentlyservesontheCALICOExecutiveBoard.Herresearchinterests includesecondlanguageacquisition,particularlyofphoneticsandphonology;learningenviron-ment;andtechnologyinlanguageteachingandlearning.Dr.Lord’sresearchhasappeared in refereed venues such as theCALICO Journal,Foreign Language Annals,HispaniaandSystem,amongothers,andsheandLaraLomickaco-editedthe2009CALICOvolumeonWeb2.0tools.

LaraLomicka([email protected])isAssociateProfessorofFrenchattheUniver-sityofSouthCarolina,wheresheservesasDirectorofBasicCoursesforFrenchand theAssistant Director of Teacher Education. She currently serves as theCALICOsoftwarerevieweditorandtheCo-ChairoftheAATFCommissiononTechnology.Her research interests include teacher education, intercultural andtelecollaborativelearning,teachereducation,andtechnologyinlanguageteach-ingandlearning.Dr.Lomicka’sresearchhasappearedinrefereedvenuessuchastheCALICO Journal,Language Learning & Technology,Foreign Language Annals,The French Review,andSystem,amongothers,andsheandGillianLordco-editedthe2009CALICOvolumeonWeb2.0tools.

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