Using the TESOL Technology Standards Framework to evaluate students’ technological knowledge in an undergraduate Italian course
Date Issued
October 2019
Author(s)
Abstract
The ubiquitous nature of technology has offered unprecedented opportunities for the learning
experience. Various technological tools have become commonplace while many elaborate on the
possibilities of authentic learning experiences created by immersive virtual applications. This reflective
paper aims to evaluate how the integration of the TESOL (Teaching English to Speakers of other
Languages) Technology Standards Framework can help align an Italian undergraduate course with the
expected student learning outcomes in terms of technology. The students’ part of the TESOL Technology
Standards Framework was used for this reflective evaluation. Each standard makes use of performance
indicators that are reviewed and commented on. Furthermore, specific and general outcomes are
supplemented in the Discussion and Conclusion section regarding the findings and the results of the
overview. The course used for the purposes of this paper is Italian I, an A2-level elective course, offered
at a public University. Italian I aims to develop students’ four skills: reading, writing, listening and
speaking through contextualized learning, enhanced by innovative technological tools.
experience. Various technological tools have become commonplace while many elaborate on the
possibilities of authentic learning experiences created by immersive virtual applications. This reflective
paper aims to evaluate how the integration of the TESOL (Teaching English to Speakers of other
Languages) Technology Standards Framework can help align an Italian undergraduate course with the
expected student learning outcomes in terms of technology. The students’ part of the TESOL Technology
Standards Framework was used for this reflective evaluation. Each standard makes use of performance
indicators that are reviewed and commented on. Furthermore, specific and general outcomes are
supplemented in the Discussion and Conclusion section regarding the findings and the results of the
overview. The course used for the purposes of this paper is Italian I, an A2-level elective course, offered
at a public University. Italian I aims to develop students’ four skills: reading, writing, listening and
speaking through contextualized learning, enhanced by innovative technological tools.
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