Teaching with Technology Certification Course Syllabus
Instructor: Shelly Sanchez Terrell
E-mail: ShellyTerrell@gmail.com
The Teaching with Technology Certification is an introduction to using computers and mobile devices for education; and specifically, to support English learners of all ages and levels. The purpose of this course is to introduce online applications, software, and tools for enhancing the four skills (speaking, listening, reading, and writing) with specific focus on second language acquisition, classroom management, lesson creation, and collaborative projects.
This is a fully-online course. All course activities and resources can be found through our course website. This course has 12 modules to complete and a Final Reflective Portfolio. For each module, participants must choose two readings to reflect on in the main discussion forum. Then participants complete one task, which requires analysis technology trends and instructional strategies and/or creation with a web tool. Some of the modules require participants to publish their digital creations for the course instructor to access and for peers to evaluate. Participants MUST make sure to post the published and not the editing or personal account . Participants also have the option to upload a PDF or file. All of the learning activities will be completed in the participant’s own time so long as they are completed by the dates and times required by their institutions.
By the end of this course, participants will:
Each module has a selection of readings listed in the bookmarks for that topic. Choose 2 of the readings and post your reflection in the module’s forum. In addition, you should review the following online articles to learn more about best practices for integrating technology to support English language learners.
Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. International Journal of Computer Assisted Language Learning and Teaching, 1 (2), 1-15. Retrieved from http://www.academia.edu/3754724/Normalisation_Revisited_The_Effective_Use_of_Technology_in_Language_Education
Crystal, D. (2012). Bridges between technology and tradition. In Cristina Cheveresan (ed.), Dialoguri in era E-reader (Institutul European, 2012), 223-48; Romanian translation, 103-27. Retrieved from http://www.davidcrystal.com/books-and-articles
Davies, G. (2016). CALL (computer assisted language learning). Centre for Languages, Linguistics, and Area Studies. Retrieved from https://www.llas.ac.uk/resources/gpg/61
Richards, J. (2009). Teaching Listening and Speaking: From Theory to Practice. RELC Portfolio Series. Singapore: Regional Language Centre. 52 pp. Retrieved from https://www.professorjackrichards.com/wp-content/uploads/teaching-listening-and-speaking-from-theory-to-practice.pdf
Chiverton, S. (2017). Cell Phones for Low-Resource Environments. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/etf_55_2_p02-13.pdf
Reinders, H. (2010). Twenty Ideas for Using Mobile Phones in the Language Classroom. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/48_3_4_reinders.pdf
Sad, S. (2008). Using Mobile Phone Technology in EFL Classes. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/08-46-4-f.pdf
Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice. Retrieved from: http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf
Rheingold, H. (2014). The Peeragogy handbook (PDF). Retrieved from: http://peeragogy.org
To receive the Teaching with Technology TESOL Certification, participants must receive a minimum grade of a 74 or above:
Letter Grade | Percentage | Performance |
A | 90-100% | Excellent |
B | 80-89% | Good |
C | 70-79% | Average |
D | 60-69% | Poor |
F | 0-59% | Failing |
This following are the course topics, a brief description of each topic, and linked resources. For each module, participants should review the slide presentation that provides an overview of the readings, research, and resources listed. Participants should also review at least 2 of the reading materials from the list of bookmarks provided for each topic, then post a reflection in the module’s forum for peers to review and leave comments.
I. The Basics for Teaching with Technology
How do we tie learning to learners' real world experiences and environments? In this session, we will explore various resources and digital tools for integrating technology effectively. We will learn tips for managing a classroom full of technology and discover sites to find free web tools you can use no matter what technology situation you are in.
Readings: Technology Theories and Perspectives
Task: Technology Search Assignment
II. Building a Personal Learning Network (PLN) and Connecting Online
How do we receive the support and guidance we need as educators? Nearly, a million educators are connecting in online communities to collaborate and share their resources with learners and educators worldwide. When we share and collaborate in our profession, we provide many educators with quality professional development and learn from their experiences as well. These resources and this support transform our instructional practice. In this session, we discover what tools educators are using to connect and walk through the beginning steps of building an online support network.
Readings: PLNs and Connectivism
Task: Explore Hashtags Assignment
III. Let's Learn with Digital Games
Games can be extremely motivating and many learners already spend hours a week playing them. Imagine if language learners played games to practice their English skills? Free online games help language learners apply the language they learn in class within various contexts. These games motivate learners to interact in English by following a variety of reading tasks, walk-throughs, and more. They will often include speaking to other learners worldwide and have them listen to English. In this presentation, we will learn how teachers integrate game based learning.
Readings: Game Based Language Learning
Task: Evaluate a Game-Based Lesson Plan
Handout: Evaluate a Game-Based Lesson
IV. Digital Safety and Citizenship
In this session, we will discover multimedia resources and digital games and presentations that help students learn how to be safe online and reflect on their digital actions.
Readings: Digital Safety and Citizenship
Task: Create a Digital Safety Resource Lesson Plan
Handout: Digital Safety Resource Lesson Plan
V. Creative Commons for Digital Projects
Students often remix digital work online. They find videos, audio clips, and images they integrate into their own creations. In this session, we will discover places to find materials that are licensed for students to use with proper attribution. We will also discover tools for citing content correctly and quickly.
Task: Design a Presentation with Licensed Content
VI. Digital Research for Digital Learners
Digital devices, web tools and apps have transformed the way we research. Now students have access to various free tools and apps that help support annotating, collecting, citing, searching, bookmarking, and evaluating information. In this session, we will explore various offline applications and multimedia that help learners who struggle with the research process. Participants will leave with activity and lesson ideas.
Task: Mindmap a Topic Using a Digital Tool
VII. Teaching Writing with Digital Tools
Writing can be a scary and difficult process for many learners who struggle with expressing their ideas, arguments, creativity, and logic in written words. There are great tools and websites to inspire your learners to think creatively and begin organizing their thoughts. In this session, we will discover various web tools, writing prompt sites, and tips to support learners in the writing process.
Task: Storyboard and Outline Your TV Commercial
Storyboard Template: TV Advertisement
VIII. Teaching with Comics
Improving literacy is challenging when learners are not engaged with the material. Creating comics engages students and encourages them to explore vocabulary, summarize information, and contextualize what they learn in a creative way. In this session, we will discover various free comic creation tools and activities to support literacy and reading comprehension.
Readings: Learning with Comics
Task: Make a Comic to Teach Grammar
IX. Creating Digital Books
Various web tools, apps, and software allow you to create, publish, and distribute digital books for free. In this session, discover web tools and app that help students quickly create digital books. We will review activities, storyboarding, brainstorming and assessment.
Readings: Creating Digital Books
X. Setting Up an Audio Project
Encourage students to develop listening and speaking skills with audio projects. Students can share their learning with digital talking avatars or through multimedia web tools and mobile apps. In this session, we will explore script writing, rubrics, and setting up audio projects.
Readings: Audio Projects and Resources
Task: Make a Speaking Avatar to Teach Learners About a Famous Person
XI. Video Storytelling Projects
Students learn in powerful ways with video storytelling. They are able to contextualize and visualize their learning. In this session, discover free video making web tools and mobile apps. We will also cover setting up video projects and assessment.
Task: Produce a TV Commercial Based on the Storyboard in Module 7
XII. Presenting with Digital Posters
Students can share their learning through multimedia web tools and apps. These presentation tools help students learn to design dynamic presentations that will be a valuable skill they carry throughout their lives. In this session, discover free web tools and app to make digital posters to suit any technology situation.
Task: Design a Digital Poster with Information About a Landmark
Final Project: Reflective Portfolio Presentation
Congratulations! This is your last task before you complete the course! For your final project, you will need to reflect on your learning throughout the course by creating an audio and visual presentation of at least 4 of the learning modules.
Final Reflective ePortfolio Assignment
Examples of Student Reflective Presentations
*Complete the certification application once all your course assignments are complete.