Online TESOL teacher-training programs provide opportunities for planning and practice of technology tool integration into classroom learning. Both new and experienced ESL and EFL teachers can effectively apply computer-assisted language learning (CALL) to their classroom strategies. However, technology know-how is not enough. Technology tools must be associated with proven teaching techniques and assist in ways that empower students, support interactivity, and create more effective language learning. In practice, technology for one’s classroom can be quite simple, but does require knowledge of both available technology tools and teaching techniques mixed with some creativity.

Through an online TESOL teacher-training program, students can practice using technology tools while collaborating and discussing ways that these tools can be applied to their own classrooms. These current or future ESL and EFL teachers are building technology know-how and confidence while discussing ideas with fellow classmates and the course instructor. After years of experimentation with this training technique, it has been found that teachers immediately begin bridging the gap between technology and teaching while collaboratively developing classroom plans and obtaining peer and instructor feedback.

An added advantage to planning with feedback from a group of fellow teachers is that the technology tools used in the training are available for free online. These technology tools include mind-mapping software, blogs, wikis, Google apps and additional tools, which help create online posters, audio snippets, decision trees, and group multimedia presentations. The possibilities are extensive with most technology tools being adaptable to an array of student audiences and student learning needs. Free technology tools, personal creativity with shared experiences, and feedback from colleagues is the formula for success.

First steps for beginning this process are to gather or rewrite between one and four learning objectives from a current or future ESL or EFL classroom. Include teaching techniques used in the past, such as “think, pair, share”; group presentations; decision trees; and academic reading and learning circles. The list of teaching techniques can be expanded through review of commercial methodology texts available for teaching English language learners. Text suggestions include Celce-Murcia, Brinton, and Snow's (2013) Teaching English as a Second or Foreign Language, Epstein and Ormiston's (2007) Tools and Tips for Using ELT Materials: A Guide for Teachers, and Egbert and Hanson-Smith’s (2007) CALL Environments: Research, Practice, and Critical Issues.

The final step before full implementation is to be assured that the integration of a technology tool enhances the students’ learning objective(s) and is not applied for novelty reasons only. Here is one example of a valuable learning activity with online technology: Ask your students to identify an authentic language challenge that they have faced in their lives. As a group, help them brainstorm solutions and apply the solutions to a mind map using free mind-mapping software such as “Mind 42.”

If you are training current or future ESL or EFL teachers, offer them a more dynamic, but similar activity. Ask them to form small groups and brainstorm ESL/EFL teaching problems in order to create solutions. As a product of their collaborative brainstorming, the groups can create concept maps, which connect problems, solutions, classroom activities, and technology tools. When this activity is completed, they can present their concept map to others through a multimedia presentation using (again) free software such as Jing, Scoopit!, or Weebly. The results of this activity will provide these teachers with newfound confidence in planning with others, as well as in their ability to apply the concept mapping plans and technology to their classrooms.

Also, keep in mind that you do not have to be enrolled in a TESOL teacher-training program to make this process work. You can also simply find or organize a team of teachers with similar intentions. These teachers can be located where you currently teach or be a part of an online network of ESL/EFL teachers. Brainstorm together. Read case studies, listen to teachers’ trials and begin with small steps—one group of students, one technology tool, applied in a simple way. Experiment and feel your confidence grow as your victories multiply!

Technology alone is not enough to effectively train ESL and EFL teachers or students, but when combined with appropriate teaching techniques for specified language learning objectives, it opens up a virtual new world of learning opportunities. When TESOL teacher training engages participants in practical, collaborative uses of technology while providing them with the needed support to plan and implement this technology into their own classrooms, the experience becomes more memorable and meaningful—just as they would want for their own students.

References

Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (Eds.). (2013). Teaching English as a second or foreign language (4th ed.). Boston: Heinle and Heinle.

Egbert, J., & Hanson-Smith, E. (Eds.). 2007. CALL environments: Research, practice, and critical issues. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.

Epstein, R., & Ormiston, M. (2007). Tools and tips for using ELT materials: A guide for teachers. Ann Arbor, MI: University of Michigan Press

Steven Humphries is an associate professor of TESOL and chair of the TESOL Department at Shenandoah University. In addition to his current roles, his past university teaching and administrative work in TESOL have included positions in Tallahassee, Florida; Seoul, South Korea; and Panama City, Panama. He enjoys hiking, camping, reading, and spending time with his wife and two young boys.

Dr. Khalsa has more than 30 years experience in education. She has been involved with administration, program development, and teaching training in a number of university and K–12 settings. Since 2000, she has taught and designed online graduate courses and programs with a focus on training for online instruction, instructional technology, and integration of technology in the K–12 classroom. Presently, she is director of assessment for the Graduate School Department of Education at University of Maryland, University College.