Source: Contemporary Issues in Technology and Teacher Education, 9(2). (2009). p. 208-221.
(Reviewed by the Portal Team)
This article describes a comprehensive approach for integrating technology into a TESOL teacher preparation program. Ten specific ways to assure constructivist technology use in teacher education are highlighted.
- Electronic Portfolio Assessment System
- PowerPoint Presentations, SmartBoard Technology, and Desktop Publishing
- Hybrid Course on Cultural Diversity
By synthesizing their own interpretations of topics and sharing them with their peers, as well as commenting on their peers’ interpretations of the same topics, teacher candidates experience multiple perspectives of concepts and content.
- Web-Based Assignments in Traditional Courses
- Video Final Exam
the final exam is a nontraditional assessment in which teacher candidates critique and analyze a video clip of an actual ESL class.
- Linguistic Research Paper on the Language of Television
In an introductory theoretical course on linguistics, our TESOL teacher candidates are expected to complete a field assignment that entails a comprehensive linguistic analysis of a 5-minute long videotaped and transcribed segment of a selected television program.
- New York State ESOL Content Specialty Test Preparation
In order to be certified as an English for speakers of other languages (ESOL) teacher in New York State, teacher candidates need to pass a series of certification exams.
- Tape-Recorded Tutoring
- Message Board
- Action Research With Technology Integration
The use of technology for a variety of purposes is considered essential in the development, implementation, and presentation of the research. Candidates conduct literature searches, develop a thesis paper, analyze their data using various computer programs, and present their findings using PowerPoint.
These techniques have been synthesized into a compact model with three pillars:
(a) electronic assessment system (e-portfolios for individual assessment and program evaluation),
(b) teacher candidates’ technology-based course assignments and performances, and
(c) Web-based instruction and communication.
The authors claim that within this three-pronged model flexibility of implementation is key to success for preservice and in-service teachers.