Abstract: Online learners of English as a foreign language (EFL) face many unique issues in choosing which program to study. The present paper begins with a review of criteria developed previously, and reassesses these based on subsequent pedagogical and technological innovations, particularly the evolution of Web 2.0 tools and “communicative language teaching” approaches. A new set of criteria were then applied to programs reviewed previously and to newer courses. These exposed ongoing problems of providers failing to adopt newer approaches despite most being available at no cost, a lack of standards, best practice models and external accreditation, and neglect in establishing a sense of community through enhanced student-teacher and student-student communication, which in turn impacts student motivation and the sense of isolation. The author suggests that more research effort it needed to encourage industry players to move forward, and to reassure learners of the quality and value for money of programs they may choose to complete.

The videos by Nik Peachey and George Siemens will not play in a Slidecast, so if you would like to view them you will need to go here:
Web 1.0 http://db.tt/U6kEP7L
Web 2.0 http://db.tt/nZfnlZz
Connectivism http://db.tt/9eCA2ds
Sorry for any inconvenience. Greg Q.

The link to the full conference paper is here.

When reading a recent post by Karenne Sylvester called "Which came first: time or tenses?" (at https://kalinago.blogspot.com/2010/11/which-came-first-time-or-tenses.html) I thought it would be fun to see what sentences looked like without changing the form of the verb, but simply using modifiers or qualifiers to suggest the tense.kalinago.blogspot.com/2010/11/which-came-first-time-or-tenses.html
The table seen on the left (with some inspiration from Athabasca University) is my attempt to answer that question.
What I'd like to know from readers is: when you look at these sentences, can you understand what is being said? In other words, ignoring the verb form, does the sentence communicate the intended time reference?
Having written them myself perhaps I'm too close to tell, but it seems to me that simply using the basic form of the verb (infinitive without the "to") does work. In each case the reader or listener, after getting over the initial shock, ought to be able to determine when the events were taking place relative to time.
When it comes to fluency and comprehension, it begs the question of whether we are sometimes too hard on our English learners who produce utterances like these, when we actually DO know what they mean.

Hi Jason,

First, my apologies for a late posting.

I think it's useful, particularly in the EFL contexts in which I've worked (Taiwan and Korea), to make a distinction between what is practised in front of students and what one is actually capable of doing. The two often don't coincide, which is why the "educators" may seem invisible.

This is partly because the person placed at the front of the room is:
(a) forced to be dependent on and fully use a text and workbook which the school has determined is the most suitable, is what every student needs and which parents have been required to purchase,
(b) forced into an assistant's role by government legislation which does not accept their status as a registered teacher (even though their home country does),
(c) forced to worry about student outcomes because final tests are mandated and results below 80% are seen as failures,
(d) capable of using a variety of technologies but not able to, since there are not enough computers, or the software is not in English, or not all rooms have the same equipment, or
(e) capable of using a variety of approaches but in practice discouraged from doing so because those styles are considered foreign.

I think it is also valuable to think of ourselves as "learning facilitators" rather than teachers, since it is students themselves that construct their knowledge, often from each other or external sources, while we attempt to move them in directions which are meaningful and useful. We do this by being enthusiastic about our subject, by staying focused on where we want them to go, by providing opportunities to practice in a variety of ways, by building on what they already know, by giving them the tools (skills) to move forward, by encouraging experimentation, by regular informal low-stakes assessment which feeds back into the learning, and by expecting them all to improve.

To give you a simple example of what I mean, when I moved to Taiwan I needed some form of transportation, so a friend helped me buy a motor scooter. I'd never ridden one before, but I had ridden a bicycle and driven a car. Thus I came to the task with some prior knowledge. Nevertheless, being from Australia I'd never used the right-hand side of the road, nor the controls on a scooter. He showed me the basic buttons and controls (turn signals, horn, brakes, accelerator) and what to watch out for on the road. He then led me slowly home while I followed him on my scooter very cautiously. He watched me in his mirrors, and at each traffic signal checked if I was OK or offered a few more tips. He believed I could ride successfully and I eventually got home in one piece. Later I read up on the local road rules, scooter maintenance needs, etc. but at the time he gave me the confidence to try it out. To me, that is a great model of teaching. He didn't sit me down and give me a lecture about the number of traffic accidents in Taiwan and their causes, or the 192 or so possible questions on the licence examination, or how scooters are constructed, he just knew what I needed and got me there.


Thanks again for the opportunity to think about this topic and for all the discussion to date. I hope other "teachers" reading your blog will give some thought to these central concerns as well.


Posted at http://jasonrenshaw.typepad.com/jason_renshaws_web_log/2010/08/three-kinds-of-language-teacher.html by: Greg | September 13, 2010 at 03:49 PM

For those who don't yet "follow" me on Twitter @gregqbear, here are my tweets and re-tweets related to Education between 8th July and today. There are heaps of resources and ideas among them - please check out the links!

1. New Blog Post Reasons to Ditch the Pen - Today I sent a comment in response to an excellent article about reducing o... http://ht.ly/18RVxf 8:33 AM Sep 5th via HootSuite
2. 12 Reasons to Ditch the Pen - My comments at http://ht.ly/2zrnu I'm challenging myself to digitise my #elt resources. CAN YOU DO IT TOO? 2:26 PM Sep 4th via HootSuite
3. I like Dropbox. It's got moxie. http://db.tt/GmP0iJR 7:07 PM Sep 3rd via Dropbox 
4. New Blog Post Young Learner English Resources - I posted a Tweet today to share 31 websites suitable for young learn... http://ht.ly/18ObbW 9:12 AM Sep 1st via HootSuite
5. RT @SimpleCEO: 101 Free #edtech tools for ANY classroom, tech or not: http://ht.ly/2wLdA Registration reqd to download. 11:03 PM Aug 30th via HootSuite
6. RT @musictechie: Edutecher website and MUST have app. One of the best edu apps around. Adam rocks! http://www.edutecher.net/index.php 11:29 PM Aug 29th via HootSuite
7. kylepace Sweet Sites for elem, middle, and high school teachers and students...http://bit.ly/9vIRse from @findingdulcinea #edtech 6:17 AM Aug 29th via TweetDeck Retweeted by you and 5 others
8. Check out eflclassroom.ning.com by visiting http://feedjit.com/o/39LB/ and get a link to your blog or profile. 11:18 AM Aug 28th via Feedjit
9. The Differentiated Classroom.pdf http://ht.ly/2w2W7 An excellent e-book by Tomlinson with many pract. ideas for multi-level classes. #elt 10:57 AM Aug 28th via HootSuite
10. Free Technology for Teachers: Read Print - 8,000+ Free Books & Essays Online http://bit.ly/bjgPw9 9:57 PM Aug 27th via The Twt Times
11. ChrisCattaneoCheck this video out -- The Very Hungry Caterpillar by Eric Carle http://t.co/wLCAs2A via @youtube 7:03 PM Aug 27th via Tweet Button Retweeted by you and 1 other
12. YouTube - simonscat's Channel http://ht.ly/2sNJs 8 Funny short videos - reminds me of some creatures I know. 9:00 PM Aug 21st via HootSuite
13. The Twitter Greg Quinlivan Daily http://bit.ly/a3YP29 for Monday 16th August out now! Get your copy here. 9:13 PM Aug 16th via TweetMeme
14. RT @TheConsultantsE: Gr8 list! Online Vocabulary Games http://bit.ly/brB9gS 9:47 PM Aug 14th via HootSuite
15. RT @web20classroom: What is a PLN? Why is it important? http://bit.ly/dfIu3W Good introductory video in 10-part series about PLNs. 8:58 PM Aug 13th via HootSuite
16. RT @tomwhitby: "Why students don't learn what we think we teach" http://is.gd/eeGzK Strongly focused on learning. Thoughts for teachers. 4:29 PM Aug 13th via HootSuite
17. Thanks2Teachers RT @sccenglish Study from Australia, worth reading: schools and social media: http://bit.ly/a0HK8t #edchat #edtech 6:07 PM Aug 12th via web Retweeted by you
18. 31 Ways to Help Young English Learners - GR8 Sites, many interactive activities. http://ht.ly/2nW4P #tesol #efl #esl #elt. 2:42 PM Aug 11th via HootSuite
19. Facebook or Twitter or Both? - Teacher Greg's Education & Dhamma Home http://ht.ly/2nSIn in reply to Jason Renshaw (English Raven) #edtech 10:50 AM Aug 11th via HootSuite
20. Some school funnies… » Alan Lawrence Sitomer http://ht.ly/2mA2q Scary, but real answers from 16yo's on exam. #edchat #tesol 9:18 PM Aug 8th via HootSuite
21. EasyBib: Free Bibliography Maker - MLA, APA, Chicago citation styles http://ht.ly/2mxNj Also, citation guide for MLA. #edtech #musictech 4:05 PM Aug 8th via HootSuite
22. RT @TweetSmarter: Terrific Collection of FREE Twitter Tools by category: http://j.mp/9Hx040 112 tools worth looking at. #edtech #edchat 9:33 PM Aug 7th via HootSuite
23. Links-ReformSymposium2010 - Google Docs http://ht.ly/2miuG Hundreds of links to sites, blogs, software, talks, vids - good for all teachers. 11:47 AM Aug 7th via HootSuite
24. RT @marynabadenhors: RT @MrsAngell Fantastic ESL Language videos http://icio.us/nvcuv0 More than 1,500 of them! 9:12 PM Aug 5th via HootSuite
25. Check out my fresh Twitter Tim.es newspaper http://twittertim.es/gregqbear 8:06 PM Aug 5th via web
26. Free Twitter for business ebook | Smarta http://ht.ly/2lfna Also has many general tips on using Twitter worth considering. 11:13 AM Aug 5th via HootSuite
27. Can Twitter help with education? | Parentella http://ht.ly/2lem0 For the unbelievers and the unconvinced, here's what other teachers say. 10:10 AM Aug 5th via HootSuite
28. RT @web20classroom: A Twitteraholic’s Guide to tweets, hashtags, & all things Twitter http://diigo.com/0c585 Worth keeping it for ref! 9:51 AM Aug 5th via HootSuite
29. Best Student / Teacher web 2.0 language learning / teaching sites http://ht.ly/2kOyR by David Deubelbeiss #edtech #tesol #elt #esl 8:12 PM Aug 4th via HootSuite
30. NOOKstudy Download Free, Digital Textbooks, eTextbook Application - Barnes & Noble http://ht.ly/2kE1d Now live! #edchat #tesol #elt #musiced 9:18 AM Aug 4th via HootSuite
31. RT @DoremiGirl: UPDATED! RT @web20classroom: A Huge, Sortable, and Updated Spreadsheet Of All TED Talks Available: http://bit.ly/cEBcjF 1:07 PM Aug 3rd via HootSuite
32. RT @englishraven: Validation http://bit.ly/9x4GLl Now with my comments, also available at http://ht.ly/2je1Z #tesol #elt #efl 11:00 PM Jul 31st via HootSuite
33. RT @marynabadenhors: Google in classroom resources under headings http://echucaelearning.wikispaces.com/Google+Docs Everything Googley! 10:19 PM Jul 31st via HootSuite
34. @englishraven Have you considered following it with a PELTA course? Could be a good money earner! #elt #tesol #efl 9:35 PM Jul 31st via HootSuite in reply to englishraven
35. RT @marynabadenhors:Strivney...Free site to learn reading with phonics http://ow.ly/2iKMh I've seen 2 recommends now for it. Check it out! 9:49 PM Jul 30th via HootSuite
36. RT @cybraryman1: Schools should have clear policies on use of SM & tech. developed with students/parents input. Gr8 observation! Very smart! 9:42 AM Jul 29th via HootSuite
37. RT @marynabadenhors: Looking Ahead at Social Learning: 10 Predictions http://bit.ly/cfk4NV About future of education. Where do you fit? 8:14 PM Jul 28th via HootSuite
38. RT @marynabadenhors: Get thinking into your lessons: a ten point plan http://bit.ly/9WZhw5 Thanks, Maryna. PDF file & any ideas. 8:32 AM Jul 28th via HootSuite
39. RT @web20classroom: Learn It in 5 - How-to Vids for Teachers http://is.gd/dK8eu Delicious, Twit,Ning, Kidblog, TeacherTube, VoiceThread, etc 9:38 PM Jul 27th via HootSuite
40. RT @kalinagoenglish: Super! More people need 2 understand Creative Commons - http://bit.ly/bXsMf4 Protect your original works by licences. 9:22 PM Jul 27th via HootSuite
41. RT @EnglishWiZiQ: RT @Twinky7109: Free Virtual Classroom for Online Teaching and Learning http://bit.ly/cQ03HL Worth checking out! 8:45 PM Jul 27th via HootSuite
42. Just changed on http://wefollow.com twitter directory to list under: #hsinchu #buddhism #travel #tech #education #music 7:40 PM Jul 27th via WeFollow
43. RT @ShellTerrell: 20 Websites No Teacher Should Start the Year Without http://j.mp/coiqOF #edtech #elearning via @oswego98 9:08 PM Jul 25th via HootSuite
44. RT @marynabadenhors: RT @rkiker 99 of the best Windows freeware programs you may not know of http://bit.ly/9WnBno 9:15 PM Jul 19th via HootSuite
45. English Raven: Easy? Says who? http://ht.ly/2a5f1 Difficulties with ELL's and reading, together with my comments. A fun read (if you can)! 6:19 PM Jul 12th via HootSuite
46. RT @paksorn: What Is The Purpose of Your School’s Curriculum? | edte.ch http://j.mp/bm65lP Now with my additional brief thoughts. 5:56 PM Jul 12th via HootSuite
47. RT @tomwhitby: A site for Mobile Learning Devices for Elem Level. http://bit.ly/cR4vfl Sharings and lesson ideas from many schools. 9:19 AM Jul 12th via HootSuite
48. @ NickKristof Why change to a silly scoring system just to boost points? It doesn't change anything. If you score more goals you win anyway. 9:11 AM Jul 12th via HootSuite
49. RT @ShellTerrell: RT @flourishingkids: My first Prezi! If You Give a Teacher Twitter http://bit.ly/c6y8nk PLEASE share re uses of Twitter. 10:13 PM Jul 11th via HootSuite
50. RT @eflclassroom: New post on EFL CLASSROOM 2.0 - using culturally appropriate music http://ning.it/b19eCi Now with my added comments! 9:53 PM Jul 11th via HootSuite
51. RT @DoremiGirl: Great post! REFORM vs. TRANSFORM by @tomwhitby http://ht.ly/29KmY #edchat Making tech. ubiquitous in teaching & learning. 8:44 PM Jul 11th via HootSuite
52. RT @web20classroom: Igniting Innovation in Education through Collaboration | Edutopia http://bit.ly/9241oz Helps appreciate value of twitter 8:36 PM Jul 9th via HootSuite
53. RT @DoremiGirl: Periodic Text Message (SMS) Table: A handy quick guide for those with DSL accents. http://ht.ly/2903w via @nero1279 7:59 PM Jul 9th via HootSuite

Hi Jason,

Yes, both my short Korean public school career and anecdotal evidence from colleagues, leads me to confirm that things are really sad there.

Both students and teachers waste enormous amounts of time on meaningless, repetitive tasks while patting themselves on the back for putting in so many hours. Unfortunately, it's so deeply embedded in the culture that they don't even see it.

As I've mentioned elsewhere before, this is also a contributing factor to the high youth suicide rate in South Korea. A colleague told me at her school they didn't even acknowledge when this happened to one of her students - it was just business as usual. Does that mean suicide is "normal"? If all one's youth was wasted sitting in sweaty classrooms with no vacation breaks, no time for friends, endless homework and memorisation, and seemingly uncaring parents, one might wonder whether life was worth living as well.

If we could spend an equal amount of time educating governments, parents and administrators there on efficient and effective ways to learn, we could PERHAPS turn things around. However, I fear that nothing short of a "shock and awe" campaign would have any impact on the entrenched ideas, the ruthless pursuit of profit, or the fear they feel towards many things non-Korean.

I'd have to say too that as an "outsider" while living there I felt powerless to influence change. It WILL come in time, but at what cost?

Posted 6th August, 2010 at http://jasonrenshaw.typepad.com/jason_renshaws_web_log/2010/08/teaching-in-korea-eight-days-a-week-and-a-cruel-summer.html

OK, so I've been reading about the benefits of using interactive technologies in learning and, as a teacher I get it. Like many others I have also been building my PLN so that I am locating the best sources of information, sharing ideas, asking questions and offering opinions. So what is the problem?

The problem is that my school environment does not support me. Although IWB's/SmartBoards are cropping up all over the place, and I have started to learn and be trained in their features, my circumstances conspire against their effective use.

This is where I'm hoping you can offer me some advice. How can I use SmartBoards in my teaching?

Here is my current situation: I work as an EFL teacher in elementary education in Taiwan. I don't have a computer for my own use loaded with SmartBoard software. I can share one of the school computers which do with a few other teachers, but obviously this has time limitations. Also, when I use a school computer, both the operating system (either Windows 7 or XP) and the SmartBoard software are usually set to Chinese (which I can't read). Since I don't have my own classroom I have to travel to 22 different ones each week. These classrooms may or may not:
(a) have a computer available (the classroom teacher might want to use it),
(b) have an overhead projector,
(c) have a SmartBoard,
(d) have batteries in the remote control for the overhead projector,
(e) have external speakers loud enough for students to hear the sound, or
(f) various combinations of some or all of the above

I could anticipate some of these issues by bringing spare batteries, speakers and a portable projector with me, but I'd have to carry these in addition to my teaching materials, stationery, etc. and lose precious lesson time setting them up.

My solution would be to be given a dedicated English classroom with an English-based computer and speakers, and set up with an IWB. Am I being unreasonable? Is this asking too much? Should I just be happy with a low-tech. solution? Should I develop two or more sets of lesson plans based on the available technology in particular rooms?

I'm finding the challenge of learning new Web-based tools enough in English, let alone having to learn them in Chinese as well. So, I would greatly appreciate any comments or ideas which might help not only myself but others in similar circumstances.

(08:37:42) :

The adoption of an “English” name in EFL situations seems quite common in the countries in which I’ve worked (China, Korea and Taiwan) and I suspect it occurs throughout other Asian countries as well. The names are generally chosen by the students with either parental or teacher assistance if required.

For students, they seem to enjoy having such a name – it’s a bit like their time in SL anyway – and they often choose a person or concept they relate to personally. Examples include musicians, movie stars, sports heroes, words like ‘king’, and even objects, like ‘yo-yo’.

For us teachers, it makes it much easier to say and recall their names. If you’ve ever tried pronouncing 700 or more Korean or Chinese names with the correct tonal inflections, you will understand how difficult it is. Also since you only see them once a week for less than an hour, it becomes extremely valuable for communication if you can use more familiar names. I suspect they prefer to be called by some name rather than a mispronounced one or just “hey you”.

I also feel that it adds a little to their cultural experience of learning English. None of them would consider their English name as having any official status. They seem to consider it more like a nickname instead, or even just a nickname for English class.

Still, I would never try ascribing them new identities, as I feel that this COULD be harmful to their developing sense of self. It is enough to assume other characters in the context of a role-play or drama where the individual being represented is clearly not themselves. Going further might be psychologically damaging.

As an aside, I chose a Chinese name before I first started teaching in Taiwan and, when asked, I’m happy to share it with students and have them call me “Teacher Kuang” instead of “Teacher Greg”. That way, it’s more of a two-way street.

Posted 14th June at http://scottthornbury.wordpress.com/2010/06/13/i-is-for-identity-2/#comment-1318

Thanks, Jeff. If nothing else, I appreciate the discussion and the opportunity to do so provided by Tom on this blog.

There may well be anecdotal evidence to support your contention, however I would like to encourage those of us over 40 to be among the exceptions rather than to slide back into a comfortable stereotype.

What I would add is that it might be more accurate to say that both groups are comfortable with technologies, but not necessarily with the same ones. This can work in both directions. For example, an older teacher might be more comfortable with a manual typewriter or cassette player than a younger teacher, and these are still around.

I think we also need to be judicious with our use of all technologies. “New” doesn’t always mean “better” or “most appropriate”. If you saw my earlier comments yesterday, you will be aware of the many problems here (in Taiwan) of trying to include IT & other technologies in our teaching.

While IWB’s, wikis, m-teaching, etc are nice and new (for now), they don’t invalidate other approaches. I can still use flashcards, games, drama, songs, chants, cuisinaire rods, puppets, realia, drawing, TPR and any number of other tools to be effective.

If you have an illness and go to a doctor, you don’t always get a heart transplant operation. Sometimes, you get some plain old paracetamol and instructions for taking a rest. In the same way we should select the best tools for learning, whether high- or low-tech.

Tom,
I think this article by you is spot on.

I am interested in making technology use more ubiquitous, but I also need ideas for solutions to my situation. (By the way, I teach EFL in a government elementary school in Taiwan.) Like other educators I am happy to engage in teaching and learning through technology when it enhances the subject. By following #edchat, other twitterers, a number of weblogs and by playing with some of the ideas suggested there, I do my best to keep current with developments and how they can fit my situation.

Also, when I come across something I think is useful to my colleagues, I usually tweet or re-tweet it and occasionally I blog it. I have no doubt that the quality of education can improve through wider use of new technologies, and that our students expect this.

At the same time I would have to say that it’s also appropriate to have some “unplugged” or “low-tech” lessons (or at least parts of lessons) to balance this out.

The lack of funds here tends to be more a misapplication of funds – that is, poor choices made with no consultation. For example, you walk in one morning and find a new Smart Board has been installed. It’s nice and shiny and all the students are waiting in anticipation that you will wow them out of their socks. Unfortunately, you won’t because (a) you’ve already prepared something else for the day, (b) you didn’t get any training in how to use it, (c) the software and computer operating system are in Chinese (which you don’t read), and (d) the program won’t run PowerPoint interactively, which was what you’d prepared.

I would have to agree wholeheartedly with you, Tom, about the local leadership being a major deterrent.
Here the government people, the Education Department people, the Principals, Academic Directors, General Services Directors and Head Teachers are all locals i.e. Taiwanese, and many speak limited English. There is no-one from Canada, the USA, the UK, Ireland, South Africa, Australia or New Zealand in any position of authority – we are all at the bottom of the ladder. Inevitably this means we do not influence, nor have any input into, the decision-making process here. Even worse, our ideas are not sought, and they are not welcomed happily. I know personally of a number of teachers whose contracts have not been renewed because they have been outspoken on such matters.

Just to make our circumstances clearer, do you know how difficult it is to use technology when you have to move between 22 different classrooms per week, having unreliable Internet connections, some with IWB’s some without, some with poor speaker systems or only the computer’s speakers, computers with different software loaded or none loaded to run what you’ve prepared, some with layers of dust on their CD players or no CD players at all, some with projector remotes missing that are missing batteries, etc? At some point, you debate whether it’s even worth bothering with technology and spending extra time preparing such lessons, when there is such apathy at the school.

What can happen is that you end up looking like a clown in front of your class and any credibility you may have built up goes out the window.

Here, we don’t have to worry about PD from the IT staff. They are not necessarily qualified to tinker with the hardware and software. They may be IT teachers but not technicians. Of course, for us “foreigners” they speak little or no English anyway, so they don’t try to teach us any PD. This generally means, no one else does either. I’ve heard that at least some of the “local” teachers have had IWB training, but not us.

To complicate OUR incorporation of IT into lessons further, our students are taught computer use, etc, but in Chinese. This means they need basing typing lessons before they can even enter a web address, let alone read it in English anyway. I’m not saying I haven’t taught lessons in a computer lab – I have – but I’ve had to lead them very slowly and very carefully, and direct them to where they could go, which is rather limiting.

Taiwan isn’t exactly backward in terms of technology. In fact, most of the world’s leading IT companies do much of their research and development here. I’m also sure students are tech-savvy. Unfortunately there is a long way to go to integrate IT into our teaching and learning.

So, after all that, I’d like to say that I don’t feel all that guilty about my limited incorporation of IT into my classes. If someone can come up with a better approach that won’t risk my job security, I’m happy to hear any of their suggestions.

Posted http://tomwhitby.wordpress.com/2010/05/27/digital-pointers/#comment-680