15 PI 2.8. Carefully consider and implement AI and GenAI tools. AI has been incorporated into many educational tools, including automated writing evaluation. This trend will only continue. GenAI tools have the potential to radically change instruction and learning. They can create customized lesson plans, readings, dialogues, and more classroom material that instructors can evaluate, adapt, and use. The key is to adapt rather than just accepting what GenAI delivers. We know our learners, and GenAI doesn’t. But it can save a great deal of time by providing material to adapt and use. For learners, GenAI tools can offer formative feedback on writing drafts and hold a “conversation.” They can also generate essays, reports, and other classroom assignments based on Internet information in seconds. The results can be prompted to include typical language learner errors, making plagiarism hard to see. Instructors will need to consider how to assign work that requires learners to edit and add to GenAI results, and how to ask learners to cite their use of GenAI. With ongoing support from their programs, instructors should examine how to use GenAI themselves and think carefully about how their learners should use it, both as a tutor and as a tool for language learning. Some GenAI tools allow users to turn off sending data to the server. See if this is possible, use it, and show learners how to use it to keep their data private. (See Standard 4 for more about ethical use.) Reflection: How are you learning about GenAI in the classroom? What training and policies, if any, are in place at your institution? How can you adapt assignments so that they need learner input? ☐ I am aware that GenAI tools can be helpful for designing and delivering instruction and that they need to be used cautiously. ☐ I try out new GenAI tools to determine how they may be used in my courses. ☐ I ask my learners which GenAI tools they are using and how they may be beneficial or harmful. (See Learner Standard 2.3 for more.) Standard 3 is about technology-enhanced pedagogy. Thoughtfully integrate technology in your teaching, informed by exemplary practice and relevant theory and research. See Vignettes 3: Culturally Relevant Computer-Assisted Language Learning 4: The “Think Aloud” Method: Technology-assisted Language Skills Enhancement 5: A Bridge to Digital Skills 6: Blended Instruction for Learners at Emerging Levels of Literacy PI 3.1. Seek out and make use of sources of exemplary practice. Videos that demonstrate exemplary practice with technology are available online. Think about reviewing these periodically to reinforce or gain ideas, especially in relation to introducing technology to learners, sequencing steps, modeling technology use, and helping learners consolidate ideas. Models can also demonstrate creating an environment in an online class that is as warm and welcoming as face-to-face. Peer observation can be another source of exemplary practice, especially when you share ideas and comments with your colleague afterward. Be curious; reflect; try. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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