1. Roughly speaking, CCCN's LoTI level seems to be #2: Exploration. Of course, the underlying question here is, why are we here? And its underlying answer might be related to some other ideas that arouse through our first week of discussion:
- ELs' fear of technology
- The need for more training on computer-based applications for lab sessions and Promethean Boards
- Lack of technological access of students out of main sites
- Teaching beliefs and practices in regards to technolgy
- Technology as a threat or intruder in class
All the above reason, individually or collectively, may have contributed to have us score "so" low in the LoTI Framework. What now needs to be done is to address all these issues to find feasible solutions that will enrich our teaching and student learning.
2. "Multimedia is like any other practical art form-it makes sense only when it is part of a context." This powerful statement by Michael Simkins (2002, page 33) [2] summarizes several issues that could be taking place at CCCN. If the teacher, as a craftsman, is not properly placing technology in its "proper" place within his/her lesson plan and teaching, it becomes an intruder that disrupts the "delicate" balance between teaching and learning.
- Empowering teachers to effectively use technology is an recurrent issue in several post by our Mentor Teachers and other invited ELs to our "virtual class" on Nicenet. If every single teacher is empowered with our technological resources, they will feel comfortable using them and engaging students into their own learning, in or out of class.
- The need for more training on computer-based applications for lab sessions and Promethean Boards is a related issue that needs to be addressed soon. In terms of age groups, our teachers belong to different ones: young ELs are quite acquainted with multi-media gadgets, but middle-aged ELs need extra training and technological couching from Mentor Teachers.
- MTs' feedback on the use of technology in class, also entertwained with the previous two issues, can become a way to start helping ELs with their individual needs in the use of technology for educational purposes.
3. Virtual interaction among ELs and students and/or MTs is a reality for many of us, but not for all. In our extension sites, our MTs, literally, keep in touch with teachers through computer-based technologies: Messager, chats, and the like. Having our ELs participate in this kind of virtual interaction can also become a way to empower them and convince them that technology is not a threat or toy, but a way to promote autonomous learning when used properly.
- Imagine our teachers at CCCN providing feedback to students on their blogs as part of their writing activities in class. Just imagine the potential uses of a "free" tool like this.
- Also consider the possibility of the implications of moving from the pre-technological class to a more interactive one that can continue after it is over, just a click away for the student. What students believe language learning is can radically change and our final product can become better than what students averagely score on the TOEIC test.
It has been a great exercise, moving from a "student teacher" on an online course at the University of Oregon to a "teacher online trainer" for our Mentor Teachers at CCCN.
And what is coming next? Only time will tell.
Jonathan
Works cited
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