11 Reflection: Think about a recent time when you had a technical issue with your device or with the network while teaching. What did you do? What did you learn from the experience in case the issue occurs again? How could you keep track of such incidents? ☐ I recognize that some problems can be fixed simply by restarting the device having issues. ☐ I have experience looking up solutions online to problems that arise and recognizing when I need to seek help from others. ☐ I keep track of problems I have had with my device or network and how they were fixed so that I can help myself and others in the future. Standard 2 is about digital tools and resources. Understand and use a basic set of relevant technology resources and tools for language teaching and continue to update and expand this set regularly. See Vignettes 1: The Initial Challenge of Adopting CALL Technology 2: Task-based Experiential Learning 3: Culturally Relevant Computer-Assisted Language Learning 4: The “Think Aloud” Method: Technology-assisted Language Skills Enhancement 5: A Bridge to Digital Skills 7: Learning Technology for Low Literacy Learners 8: Providing Support to ESL Teachers New to Online Instruction PI 2.1. Recognize that tools and resources can not only enhance but also diminish learning effectiveness depending on how they are used. We all know that technology alone does not teach. When you use technology in a class, the goal is usually to make learning effective, but besides effectiveness, you can also hope to improve learning efficiency, engagement, motivation, access, convenience, and so on. However, technology can sometimes focus on one of these at the expense of effectiveness, giving the illusion that learning is happening. A digital game, for instance, could be engaging and motivating but still not help the learner improve language proficiency. Captions on a video can improve comprehension but can also get in the way of building listening skills. However, both games and captions can be effective when used thoughtfully for specific purposes, with an eye on the goal of learning language. So, think critically about how you and your learners use these and other tools, and don’t rely on a given technology to do the work automatically. AI – including GenAI and embedded AI - is a good example of a technology whose usefulness is directly related to how it is applied. Poorly or maliciously used AI is a detriment to learning. Inappropriate feedback is harmful. We need to be fully aware of the pros and cons of this technology for both instructors and learners in the increasing number of apps that use it. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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