16 Reflection: Where have you found useful videos about technology-enhanced pedagogy for online or blended environments? ☐ I look for exemplary practices related to technology use from peers or in online sources, including Avenue. ☐ I incorporate exemplary practices related to technology use that I have learned online or from others into my classes. PI 3.2. Stay abreast of current theory and research related to technology use. AI and GenAI are the subject of many new articles on research and classroom use. GenAI technology and its uses are evolving rapidly and will change teaching. Given these developments, GenAI is a good area to monitor carefully. Otherwise, research on technology use goes back decades, so someone has probably written about what you are trying to do. For example, computer games have been used and researched for a long time, and there are valuable and practical insights from that research. It is always a good idea to check the publication date and source for accuracy and relevance. Avenue.ca includes an annotated bibliography at https://bib.learnit2teach.ca/ with links to directly relevant theory-informed research that supports practice for the settlement sector. With resources of all kinds, be curious, read with an open mind and a critical eye, and consider just how applicable they can be in your context. Reflection: Where do you get your information about technology for language teaching and how does it inform your practice? What are some example sources you could share with a colleague? ☐ I pay attention to what is happening with technology use in teaching (including GenAI) by reading articles, watching videos, going to webinars and conference sessions, and/or hearing from others with expertise. ☐ I learn about relevant theory and research related to technology. ☐ I think about how I might apply the theory and research I’ve learned about to my teaching, or why it’s not a good fit. PI 3.3. Create technology-enhanced learning environments that provide multiple types of media and modes for learning. Learners respond better to a variety of media – audio, video, text, image - to build multiple channels in memory. Current communication channels also often involve mixed media. Keep in mind that some learners may have hidden disabilities that may be visual and aural, and learners may not tell you if they have problems hearing or seeing (colours, for example). Having individual, pair, and group work online lets those who are more social or more introverted find ways to feel comfortable. Reflection: How often do learners have multiple pathways to the content they are learning? How familiar are you with the options for adaptive technology: font, colour, text-to-speech, and more? ☐ I use a variety of media when I’m presenting information to my learners. ☐ I know about adaptive technology for learners with visible or hidden disabilities, and I am proactive in designing digital material to address disabilities. ☐ I have learners work individually, in pairs, and in groups at different times when using technology. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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