66 Standard 3: Technology-enhanced pedagogy. • In keeping with current learning theory, the Level 4 LearnIT2teach training program acquainted Robin and other program participants with approaches such as a well-designed WebQuest designed to combine language and digital skills learning with culturally relevant subject matter. • The WebQuest created a rich learning environment that drew on the affordances of in-person, facilitated online, and self-paced language lab learning. • The WebQuest excelled in particular at engaging students in active learning, epitomized in learning how to create and deliver presentations with the aid of Google Slides. The exercise also invited learners to draw on their own experiences and knowledge to share traditions of their own. • Once students had acquired the technology skills needed to create a presentation, their creativity came to the fore. No two group presentations were alike, each demonstrating creative touches such as original graphic treatments, text styles, and illustrations captured from the Internet. Further, the Forum Post assignment encouraged each individual to reflect on – and share – a cultural tradition from their own experience using the language skills they had learned in the unit. Standard 4: Digital literacy and digital citizenship for yourself and your learners. • Robin’s outreach to the Nokiiwin Tribal Council for guidance in acquiring culturally relevant videos and her commitment to securing permission to use the selected videos demonstrated an awareness of the legal and ethical practices required of a responsible digital citizen. • In developing a presentation on a cultural practice, one of the requirements was to include a “Resources” screen crediting any third-party source materials used. This illustrated the Standard 4 performance indicator regarding awareness of authorship, ownership, and copyright. Standard 5: Using technology to help all learners thrive. • Taking note of class members’ use of Smartphones for personal communication even if they had limited computer skills, Robin referenced Smartphone skills as a way to ease the transition to desktop computers and introduce new software to accomplish assigned tasks. • In a diverse class representing a range of technology and English language skills, building support and flexibility into the WebQuest exercise was important. That took the form of group composition that included stronger and weaker members, questions customized by CLB level, and different assessment rubrics geared to CLB level. For instance, a Forum Post for an individual at CLB Level 4 would require at least a paragraph, while Level 2 would require individual sentences. Students with strong digital and communications skills were invited to share them with the rest of the community. • Students were able to personalize their learning experience by sharing a cultural tradition from their own experience, in some cases taking the initiative to find illustrative images online. This approach illustrated a key Standard 5 performance indicator – learner autonomy. • Several students said the experience of preparing a presentation using Google Slides opened their eyes to how technology can contribute to their success in future endeavours. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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