Revisiting the TESOL Technology Standards for Teachers: Integration and Adaptation

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Standards; Second Language Learning; Second Language Instruction; English (Second Language); Information Technology; Educational Technology; Educational History; Computer Assisted Instruction; Units of Study; Publications; Preservice Teacher Education; Educational Change; Course Descriptions; Online Courses; Language Teachers; Teacher Education Programs; Pandemics; COVID-19; Faculty Development; Technology Integration; Technological Literacy; Pedagogical Content Knowledge

10.1558/cj.20068

2056-9017

This article revisits the TESOL Technology Standards for Teachers (TTST) and discusses the potential for their continued relevance 13 years after they were first promulgated (TESOL, 2008). To provide a historical backdrop, I first cover the development of the standards from the inside perspective of one of the six members of the team that created them. I next review some key literature relating to the influence of the TESOL standards on teacher education and professional development. I then discuss a multi-year project, in which the TTST were first introduced into an existing CALL course and then integrated throughout the eight units of the course. I describe how the TTST as presented in the two TESOL publications--TESOL (2008) and Healey et al. (2011)--can provide a somewhat problematic set of expectations for the pre-service teacher candidates in that course. Input from participants led to a restructuring of the course and a reformulation of the Healey et al.'s (2011) "can do" statements to better serve those who have not yet begun their teaching career. I conclude with speculation about the value of the TTST in the present and near future, particularly in light of the recent expansion of online teaching brought about by the COVID-19 pandemic.

As Provided

2022

EJ1324757