1. Options for Online Teacher Training Leslie Grant and Yvonne Bogard University of Colorado at Colorado Springs Colorado TESOL October, 2008 Emails: LGrant@uccs.edu YBogard@uccs.edu

2. Consideration 1: Bringing Technology into Course Content Lectures using PowerPoints/Voice Lectures/Modules using Video Sample of interview Sample of teaching Assignments with links

3. Sample Lecture using PowerPoint/Voice Research Questions and Hypothesis Lecture Using Camtasia for lecture capture and Flash Player to view the file within this PowerPoint presentation. Free downloads: Camtasia Studio by Tech Smith – trial/purchase $299 http://www.techsmith.com/camtasia.asp?CMP=KgoogleCStmhome&gclid=CLGP9Mbj u5YCFQykagodmGArLg http://www.techsmith.com/camtasia.asp?CMP=KgoogleCStmhome&gclid=CLGP9Mbj u5YCFQykagodmGArLg Adobe Flash Player http://www.adobe.com/shockwave/download/download.cgi?P1_Prod_Version=Shockwa veFlash http://www.adobe.com/shockwave/download/download.cgi?P1_Prod_Version=Shockwa veFlash

4. Sample Assignment with Link CURR 5713—Language and Linguistics Field Work Assignment #3: Focus on Dialects For this assignment, you’ll work at a computer. Go to http://accent.gmu.edu/. Select Browse. Select English (of course, if you want to play around with other languages, feel free. But for our assignment, you will report on two dialects of English). For starters, listen to these three examples: English 6 (Brooklyn), English 125 (Queensland, Australia), and English 253 (Dublin, Ireland). http://accent.gmu.edu/

5. Consideration 2: Promoting Interaction Discussion Initiated by Instructor Initiated by Students Rubric Assignment Interaction Peer reviewed lessons

6. Sample Discussion Initiated by Instructor Adapting the content Choose one of the examples for Integrated Units on pages 303-306 and explain how the lesson was adapted for age and proficiency. Would you do anything different if you adapted the lesson for your learners based on age or proficiency? Have you adapted lessons specific to your learners age and proficiency? If yes, please give a brief example.

7. Sample Discussion Initiated by Students (in Teams) Topic for week: Historical perspectives on language teaching, in particular, bilingual language instruction [readings for week tie to this topic] Each student on team posts a question (by Thurs.) Each team member responds to question (by Sunday) Each member summarizes responses to his/her question (by Wed.)

8. Course Home - Rubric-Weekly Discussions Weekly Discussions (Asynchronous Threaded Discussions) - Your instructor will post a topic each week that may pose a question or statement and ask for your thoughts and opinions. You will need to post your initial response by Thursday each week and respond to at least 2 colleagues' postings by the end of each week (Sunday by midnight). I will participate as well by reading all responses and responding to some. I recommend that you label your responses in such a way that it is easy to see to whom you are responding. For example: Leslie’s Response to Yvonne’s Question. Quality/Depth and appropriateness of response(s) to prompt …10 Thoughtful responses to at least 2 colleagues' postings…………6 Timeliness of responses …………………………………………4 Total points possible 20

9. Examples of Responses 1.Example of a well thought out/developed response: “I believe that in order to know what to take from the different theories you need to first take a step back and evaluate what your beliefs are as a teacher. Then you need see what parts of what theories fit into your beliefs. Once that has been done I believe it is important to just start trying different things. One part of a theory may work with one child but not with another. I believe it is important to remember that just because one idea does not work with one child does not mean it will not work with another child two years down the road. It is also important to keep in mind that sometimes as a teacher it will take more than one try in order to put a theory into practice in a way that works for your classroom. It is important to keep an open mind, to try new things, and sometimes to go back and try old practices.” Used with permission from Shelley Carpinello, 09/14/05 2.Example of an unacceptable response. What do you think? Looks good. I agree. 3.Back to presentationBack to presentation

10. Consideration 3: Moving from Course to Technology Using WikisUsing Wikis - www.wetpaint.comwww.wetpaint.com Using BlogsUsing Blogs - www.blogger.comwww.blogger.com Using WebquestsUsing Webquests - www.zunal.com/www.zunal.com/ Taking a Virtual Fieldtrip

11. Webquests Create a WebQuest to supplement to your Lesson Plan You will create your own WebQuest with a complete lesson sure to dazzle your potential employers. My example for my students: http://zunal.com/webquest.php?user=12424

12. Virtual Fieldtrips Louvre Museum Virtual Tour - http://musee.louvre.fr/visite- louvre/index.html?defaultView=entresol.s489.p01&lang=ENG http://musee.louvre.fr/visite- louvre/index.html?defaultView=entresol.s489.p01&lang=ENG Tramline (you can also create your own tours- http://www.field-guides.com/trips.htm http://www.field-guides.com/trips.htm Human Anatomy Online - http://www.innerbody.com/htm/body.html http://www.innerbody.com/htm/body.html TESOL Members - http://www.tesol.org/s_tesol/trc/trc_submission_detail_new.asp?id=793 http://www.tesol.org/s_tesol/trc/trc_submission_detail_new.asp?id=793