17 PI 3.4. Use technology-enhanced active learning and task-based approaches that incorporate authentic learner experiences. Learners should have something authentic and useful to do in every lesson, whether online, blended, or face-to-face. For example, learners can take photos with their phones to practice pronunciation, vocabulary, writing, and speaking. They can create an annotated map with their neighbourhood, using their photos and Google Maps. That task might include adding narration about why some places are important in the map they share online. Take advantage of the wide range of lived experiences that adults have to build inclusive, motivating language learning tasks with technology. Doing this also reduces the risk that learners will simply ask an AI tool to complete an assignment for them. Reflection: Can learners see themselves in at least some of the digital material in your classroom? Do they see the activity in relation to their needs? ☐ I think about my learners’ contexts when creating technology-enhanced or online activities. ☐ I have learners incorporate their own lives and contexts in online or technology-enhanced task-based activities. ☐ I create technology-enhanced activities that encourage learners to get out of the classroom and gain or use real-world experience. PI 3.5. Use technology tasks to build creativity, reflection, and community. Project-based learning with learner-driven group projects can encourage creativity and build on what learners bring to the classroom. Digital binders let learners reflect on their work and see progress. Apps like Flip (formerly Flipgrid) let learners share video and comments, and the Google Classroom suite provides platforms for realtime collaboration. When learners use guided peer review that focuses on praise rather than criticism, it can build community while encouraging formative self-assessment. It is important to work through the challenges and foster a welcoming, collaborative environment, especially in fully online classes. Reflection: How often do learners think about their own choices, how they learn, with whom, and why? What have you done to help them feel more welcome and be more focused and connected? ☐ I encourage learners to use technology in creative and collaborative tasks. ☐ I guide learners in reflecting on their choices about how they learn with technology. ☐ I ensure that everyone feels welcome and included, especially in fully online classes. PI 3.6 Identify, adapt, and create effective prompts for GenAI. Prompts are commands to GenAI. A well-crafted prompt can produce the desired results quickly. For example, say, “You’re teaching English to adults at the intermediate level. Create a simple dialogue of about 16 lines between two friends who are talking about looking for a job that does not require much English. Do not use idiomatic expressions.” Prompts will generally take several iterations to produce an appropriate response. Instructors should learn about the elements needed in GenAI tools to create classroom materials or assessments that are appropriate to their learners. More apps are emerging to help instructors craft prompts. Instructors who understand how prompts work can do a more effective job of evaluating prompt output and output from GenAI apps. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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