Debbie East, HEIS Chair-elect Indiana University March 19, 2011 TESOL 2011

My History with Technology Non-native user – I did not grow up with a lot of technology Willing to learn applications in non-stress situations like today! What I use I will learn to use it selectively and well

Online Teacher Education Courses Taught Elementary Literacy Courses Adolescent Literature Adult and Family Literacy Courses Language Issues in Bilingual and Multicultural Education Blended English composition courses Developing online ESOL courses (in process)

Instructional Challenges in Bridging Cultural Expectations Instructor Facilitates learning among all students Creates an open, respectful, challenging learning environment for all students Design Inquiry Based Curriculum Multiple opportunities for collaboration Use of reading and discussion strategies that engage students and instructor in deeper communication Reader response (posts) that are more informal in nature Handling student assumptions about instructor’s expertise

Digital Media Tools Blogs V-blogs Wikis Video Games and Problem-Solving Strategies Chat Rooms Skype Google Voice Course platforms – depending on platform configuration purchased – can be limiting or expansive

Digital Media Tools cont’d. Web quests filamentality : Webcasts Documentaries Demonstrations Twitter Facebook, MySpace, Flckr “Talk” in digital domains Use discussion and reading strategies

From all continents All ages Varied levels of experiences with technology and the internet Willing to try out new technology if easy to apply

Learning Opportunities Abound Authentic uses of technology engage learners more fully Provides opportunities to investigate and find solutions to problems in our global village Students prefer to find out the answers to their questions The WEB is always open

Learning Opportunities “Talk” in digital domains Use discussion and reading strategies Ask questions to clarify understandings Allow informal language use International students spend hours writing two sentences Allowing conversational language in responses when appropriate relieves pressure on the students for perfect writing and allows fluency thinking in English and writing off the cuff to develop more quickly Enables the building of a community of learners

Research Student & Instructor Safety Technology Challenged Instructors and Students Political Unrest in Other Countries Research citations are usually secondary and tertiary sources – tendency to check only the basic full texts or abstract Not all sites are safe for all participants Not all tools work well for all courses or all participants – no one size fits all Political unrest in other countries affects internet access and comments

Summary: Non-native user of technology Only our students will be a native users of technology Every era will both What is used is either used well or not at all Very powerful tools are often unused, misused, or overused Variety in tools is key depending on context and course

Summary: Willing to learn new things in non-stress situations… and that are easy to use Complex tools tend to frustrate and hinder if instructor does not have the technological knowledge necessary to teach its use effectively Offer multiple ways to participate in class Tools either support or hinder kinds of work required of students – choice of tools helps them explore technology and tools with less stress