Avenue Program Standards for Technology-Enhanced Language Learning 10 PI 3.3 Programs recognize and where possible provide compensation to encourage ongoing technology expertise. a. Instructors are acknowledged and if possible rewarded for improving their competence with technology. Instructors are busy, constantly deciding how to spend their time. They need to believe that spending time on technology-related PD is viewed as valuable by the program. That which is recognized and rewarded is encouraged. b. Instructors who regularly teach others about technology are compensated for this work. Instructors are generally more willing to apply what they have learned from other instructors, especially ones within their own program, than from a consultant brought in from elsewhere. Mentoring and teacher training work is valuable to the program and should be compensated. Reflection: How are instructors encouraged to participate in ongoing PD? What compensation is offered to instructors who serve as technology mentors or leaders in the program? ☐ The program acknowledges and, where possible, rewards instructors for improving their competence with technology. ☐ The program compensates instructors who regularly teach others about technology. Standard 4 is about what learners need to use technology effectively. Programs provide necessary infrastructure, training, and technical support for learners to use technology to achieve their goals. PI 4.1 Learners have access to resources they need. a. Learners have access to the technology they need in order to make use of program resources, including class materials and ways to contact instructors outside of class. Program administrators need to know what resources learners need and take responsibility for providing access to them. The pandemic showed many gaps in resources, and it demonstrated the learning losses that ensued when learners could not access instructors and material. While administrators should not expect learners to have constant access to instructors, programs can set realistic expectations for response times. b. Learners have Internet access or workarounds that allow them to participate in classes effectively. Individual teachers can provide some support to learners, but the program should listen to learners and instructors about the support learners need for full participation, including Internet access or some other way to take part in classes. c. Learners have access to tech support when they need it. Learners who cannot access the platform or other system resources need multiple ways to contact tech support. Learners may have lost Internet access, so they need a way to telephone or text for support. Working adults may be studying late at night or early in the morning, and tech support in some form should be available to them.
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