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CELLab Professional Development

SU 2016
Have a purposeful use for the
Pedagogy first:
Find a tool to support your
Technology teaching goals, not the other way
Tips around
Avoid using technology as an add-
on—use it for enhancement and
transformation of your lessons!
 Goal 1: Language teachers acquire and maintain foundational
knowledge and skills in technology for professional purposes
 S2: Language teachers demonstrate an understanding of a wide
range of technology supports for language learning and options for
using them in a given setting
 S3: Language teachers actively strive to expand their skill and
TESOL knowledge base to evaluate, adopt, and adapt emerging
technologies throughout their careers
 Goal 2: Language teachers integrate pedagogical knowledge and
Standards skills with technology to enhance language teaching and learning.
 S2: Language teachers coherently integrate technology into their
Alignment pedagogical approaches

 Goal 3: Language teachers apply technology in record keeping,

feedback, and assessment
 S1: Language teachers evaluate and implement relevant technology
to aid in effective learner assessment.
TESOL Technology Standards Framework
 Online Student Response System (OSRS)
 Allows teachers to
 obtain feedback
 use the feedback to create opportunities for
What is expanded discussions
Socrative?  have the feedback influence students
learning (Yearwood 2012)
 Web based—no hardware
 Free on Apple and Android OS
Pedagogical effects of SRS:
 increases learner and teacher motivation
 fosters interaction
 encourages active participation
 gives students the opportunity for self-assessment
 allows students to compare their understanding and
SRS Research performance with that of their peers
 increases learning (or at least the perception of having

Similar effects recorded in both small and large classes

(Mork 2014)
Benefits for Students Benefits for Teachers:
• Enjoyment • Evaluation of class
• Practicality understanding
• Peer assessment • Pacing
Why Use It? • Opportunities for • Formative assessment
engagement (exit tickets)
• Efficiency
• Encourages student
Suggested activities include:
 Brainstorming
 Activating prior knowledge of topics
 Sentence production and analysis
 Listening/reading comprehension
Ways to Use It  Vocabulary: recognition and production
 Group writing activities
 Active reading strategies
 Peer feedback and questions during
 Creating “backchannels” for questioning
Creating Backchannels
 students pose questions or comments
regarding the material in real-time, which

 the teacher may use questions to drive

teaching and discussion
Ways to Use It
 Classroom collaboration thus extends beyond
segments of teaching followed by discussion,
seamlessly melding the two, fostering
participation and engagement.
(Socrative Garden)
Classroom Implementation:
 Runs on smartphones, tablets, computers
 Internet connection required
 Teacher creates an account
How to Use It
 Students download the app on phones or
 Students access the teacher’s questions by
entering a unique room code
When using Socrative in the
classroom, what guidelines will you
Discussion need to have in place to ensure that
the focus is on the task at hand and
not somewhere else?
How can teachers manage students’ use of their
personal portable devices?

Issues in the
 Have a plan for how, when, and where during
class that you will allow their use
 Establish rules for use at the beginning of the
1. Back-channeling with Socrative. (2016, May 10). Retrieved July
1, 20106, from http://garden.socrative.com/
2. Byrne, R. (2013, June 13). 5 Benefits of Using Backchannels In
Your Classroom. Retrieved July 1, 2016, from

Resources 3. Mork, C. (2014). Benefits of Using Online Student Response

Systems in Japanese EFL Classrooms. JALT CALL Journal, 10(2),
127-137. Retrieved July 1, 2016, from www.journal.jaltcall.org
4. Yearwood, D. (2012, September 21). App Review: Socrative.
Retrieved July 1, 2016, from