Avenue Program Standards for Technology-Enhanced Language Learning 1 AVENUE PROGRAM STANDARDS FOR TECHNOLOGY-ENHANCED LANGUAGE LEARNING The Avenue Program Standards for Technology-Enhanced Language Learning (TELL) are designed to help those in decision-making roles in a language program. They provide guidance to administrators, here defined to include both immediate and upper-level decision-makers such as funders, directors, deans, and school boards. Program administrators can use the can-do statements to determine how closely aligned their program is with the standards. The standards can also serve as a justification for requests for funding to meet the standards. This document presents the guiding philosophy and the five program standards, each of which has a set of performance indicators (PIs) and detailed sub-indicators to provide clearer descriptions of what the standard entails. The sub-indicators have a text that explains them and suggestions for reflecting on how each standard applies in one’s own program. A set of cando statements is included after each performance indicator. Programs can use the can-do statements to determine how fully they meet the standards, then plan ways to address any weaknesses. One vignette (so far) is included to demonstrate how some of the standards and PIs were met in an actual situation. Guiding Philosophy The Avenue Program Standards for TELL serve as a roadmap on the path to recognizing and enhancing the capacity of instructors, staff, and administrators as leaders and change agents with technology. A program is best served when stakeholders are well-informed, planning ahead, and working together with a common goal of improving outcomes for learners. • Be collaborative • Be proactive • Be aware Standard 1 is about collaboration. Programs have both a central philosophy and appropriate administrative structures to support collaboration in all areas involving technology and language teaching and learning. PI 1.1 Administrators, staff, and instructors work collaboratively to set program standards and expectations for and to make decisions about use of technology for teaching. Learners should be involved wherever feasible. a. Administrators, staff, and instructors collaborate in setting and revising program standards and other practices that pertain to effective use of technology. When stakeholders work together on issues related to technology and pedagogy, including decisions about funding and policy, they create better policies and processes for dealing with effective use of technology and changing needs. Programs should have a systematic, ongoing process for such collaboration. b. Learners are informed of program standards and practices and are given opportunities to provide feedback, possibly anonymous, as decisions are made. Learners have a direct interest in the ways a program uses technology. Their perspectives should help direct decision-makers. Learners may feel more comfortable making critical comments if anonymous, but programs are well-served by recognizing and encouraging learners who can provide helpful feedback.
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