12 Reflection: Reflect on your current online or blended teaching environment—how is it making learning better? How is it impeding learning? What might you do about the latter? ☐ I am aware that technology including AI, may diminish learning effectiveness. ☐ I ask learners about their technology use for language learning to ensure that it is as accessible, convenient, and effective as possible. ☐ I focus on learner goals, objectives, and outcomes rather than the use of a particular technology. PI 2.2. Know how to use foundational tools for content creation and communication, especially those included by default with most devices. Tools for content creation and communication are everywhere and as a language teacher, it is good for you to have solid control of the ones you use. You are probably comfortable with a word processor and email program for basic purposes, but it is useful to know how to set up tables, insert graphics, and be able to use the range of review functions. Most foundational tools now include AI elements. For example, most newer word processors have AI-enhanced editors, some as add-ins. If you have never tried some of these functions, open your word processor to a new document and click on as many of the menu items as you can find. Try them out and see if you can discover something new and useful for personal or teaching uses. For example, on MS-Word and other word processors, there is an Insert heading next to Home at the top—click on it and try inserting different items--you may be surprised at what’s there. Increasingly, GenAI apps like ChatGPT, Google Gemini, and Microsoft Copilot are establishing themselves as foundational tools. Reflection: Open a popular video website or app like YouTube or TED.com. Find as many controls as you can and note any that are unfamiliar. What happens when you play with them? ☐ I am aware of the content creation tools, such as word-processors, and communication tools, such as email, available on my devices. ☐ I try out functions in these tools to better understand them. ☐ I know about some AI elements in content creation and communication tools that I use. PI 2.3. Be able to perform basic troubleshooting/problem-solving for the tools you use. You can’t be expected to know how to fix everything, but there are some common problems with likely fixes that you should be aware of. Be familiar with how your audio and video settings work on the devices you use so that you are more likely to be able to anticipate problems and recover quickly. Test your setup before trying to connect with your learners. Make sure batteries are charged sufficiently. If a problem arises and you have time, try to fix the problem yourself by looking for solutions online—the time invested will improve your troubleshooting skills. Be aware that some apps work differently depending on the operating system (Mac OS, Windows, iOS, Android, Chrome) and that some websites operate differently in different browsers (Chrome, Firefox, Safari, etc.). Finally, know how to contact your institutional tech support and learn from them how to fix it yourself. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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