Redefining Roles in an Increasingly Tech World

1. Redefining Roles in an Increasingly Tech World Maggie Sokolik, Ph.D. UC Berkeley sokolik@berkeley.edu

2. Sokolik - TESOL 12

3. Handouts and Contact • Handouts can be found: • http://thesokolik.net/TESOL12/ • Contact me: • Maggie Sokolik, Ph.D. • College Writing Programs • 112 Wheeler Hall MC 2500 • UC Berkeley • Berkeley, CA 94720-2500 USA • sokolik@berkeley.edu • http://writing.berkeley.edu Sokolik - TESOL 12

4. From tesol 2011 • The classroom is no longer a place where the textbook is king. • Supplements, online resources, etc. are now more than ancillaries. • But, how do we deal with these changing roles—the roles of materials, teachers, and writers? Sokolik - TESOL 12

5. Potential call components • Full/Custom eBook • Instructor’s manual • Online workbook • MP3 audio listening files • Online lesson planner • Assessment toolbox/creator • Ancillary videos/Youtube channel • Digital gradebook • Online portfolio system • Presentation tools (slideware) • Linked concordancing software • Linked dictionary/glossary • LMS/CMS (integrated or stand-alone) • Text-to-speech reader • Podcasts • Smartphone apps • Discussion boards • Audio-recording apps • Wiki • And more to come! Sokolik - TESOL 12

6. to further complicate it… • Proprietary tools (i.e., developed for each publisher) • Individual companion websites • Student access to different technologies • Entry codes, registrations, pay, don’t pay… • Changing technology Sokolik - TESOL 12

7. But wait, there’s more… Sokolik - TESOL 12

8. Decision making Sokolik - TESOL 12

9. Instructor checklist See the handout Sokolik - TESOL 12

10. Sokolik - TESOL 12

11. For writers & publishers See the handout Sokolik - TESOL 12

12. The challenge to writers & Publishers • Rother (2004) surveyed 1,012 teachers in the US to evaluate the role of technology in their classrooms. The top three wishlist items were: 1. More training for themselves 2. More computer access for their students 3. Technology that’s appropriate for their classrooms • Other studies continue to corroborate these findings. • (Chris Rother, “Evaluating Technology's Role in the Classroom: Second Annual 'Teachers Talk Tech' Survey Examines the Long-Term Impact of Technology on Learning.” T H E Journal, Vol. 32, 2004.) Sokolik - TESOL 12

13. Teacher Training: Everyone needs it, few have time for it. • Given that….. • KISS! Interfaces should be obvious. • Visual cues should be consistent and clear. • Instructions are like packing for a trip: Include what you think you need, then remove at least half. • Provide short, clear, video instructions to support written instructions. Sokolik - TESOL 12

14. We can’t do much about access. Given that….. • Understand what your audience’s “installed base” is. • What is the most common means of access of your audience (both devices and speeds)? • What’s your audience’s most commonly used OS? • What’s the most common browser? • What screen sizes are most popular? • Create cross-platform products. • Create products that look good on different screens. • Create products that don’t need special plug-in installation. Sokolik - TESOL 12

15. What’s appropriate in one situation isn’t in another. Given that… • Visit other schools to see what technology exists and how it’s used. • Understand local, state/provincial, and national standards. • Understand local or national restrictions on access. • Realize that your competition is not “the other publisher” – it’s free online resources. How can you make yours more appropriate than what’s freely available? Sokolik - TESOL 12

16. Questions • Please take a moment to note any questions you have. Question session to come. • Thank you! Sokolik - TESOL 12

17. Questions • Please take a moment to note any questions you have. Question session to come. • Thank you! Sokolik - TESOL 12