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Becoming a Digital Teacher:
new competences, new
knowledge, new activities
Michael Carrier
Highdale Learning
ETAS 2017, Zurich
From the
1980s…..
….to MOOCS: Digital learning is
here to stay
Advantages:
• Access
• Equity
• Ubiquity
• Autonomy
• Reach
• Sustainability
It’s not
Technology..…
but Pedagogy
“Digital Learning is learning facilitated by technology
that gives students some element of control over
time, place, pathway and pace”
(Digital Now Foundation, 2014)
Digital
pedagogical
models
What does the Digital Teacher
need to know?
• Blended learning
• Mobile learning
• 1:1 classrooms
• Flipped classroom
• Adaptive learning
• Personalisation
• CB assessment
Mix of pedagogical models
Informal learning Formal learning
Constructivist
content creation
Teacher-led
(inc. remote)
Self-directed
digital
1:1 device groups
Group-
oriented
Self-
study
Increased emphasis on
out-of-class models
Before Class
In Class
After Class
Context: In-class vs Out-of-class
models
Before Class In Class After Class
Activities:• Writing
• Comprehension
questions
• Online workbook
• Practise vocab with
Apps
• Formative
assessment
Activities:• Reading & Listening
activities
• Study text
• Learn vocab online
• Grammar in Use
activity with Apps
Activities:• Speaking activities
• Pairwork
• Concept questions
• Communication
activities, games
storytelling
• Mentoring
8
Digital learning channels
In-class channels:
• IWB
• Digital textbooks
• 1:1 & BYOD
• PRS systems
Out of class channels:
• Handheld
• LMS
• Apps
• Web
• Individualisation
1:1 learning& class
management
Remote teachingVirtual Community
MOOCsVirtual Classroom
Do you speak digital?
Reflection• BYOD
• VLE
• Flipped
• Blended
• IWB
• VR
• AR
• SMS
• Airplay
• Bluetooth
I speak
Geek
Score yourself
out of 10 for
concept
recognition
Digital
support
Tools,
resources,
apps, sites,
gizmos……
Tools: input optionswww.govote.at
Voting/Personal Response Apps
• www.govote.at
• Enter code: 386222
https://www.mentimeter.com/s/0a86dc05b62bd39acc2b0528dac328e4/27f0f3bdabe7
www.govote.at
Digital
assessment
https://sat.ilexir.co.uk/
Write & Improve
The Digital
Teacher needs
to know…..
Some new ‘Digital Teaching’ skills:
• Which new pedagogical models to use
• Which new technology tools to use
• Which new materials and resources to use
• How to guide the students’ digital interactions
• How to get support in curriculum & course development
• How to get investment in training & development
• how to manage a virtual classroom
• how to create new content with students
Aligning tools with course design
Input
Technology
Classroom
Management
Content
delivery
Interaction Assess-
ment
Teacher
training
Screens Netop Apps Differentia-
ted groups
Quizzes Usage
IWB Smartclass Sites PRS voting LOA Selection
Touch Chimpa Portals ASR Adaptive Evaluation
Reflector Class Server AR/VR Write &
Improve
Creation Creation
Developing an Activity taxonomytask individual group
Consuming:
Grammar study
√
Self-access quiz √
Reading √
Listening √
Vocabulary √ √
Producing:
recording/interviewing
√
storytelling/writing √ √
phonecasting √
phoneblogging √
upload & share projects √
Developing a personal tech toolkit
Devices toolkit:
• Audio/video equipment
• IWB
• Laptop + projector
• Tablet + projector
• OTPS – Tablet class set
Systems toolkit:
• Class management software &
Airplay
• Assessment
• VOIP – Skype
• VLEs – Moodle, Blackboard
Resources toolkit
• Wikis
• Blogs
• Slideshare
• Dropbox
• Prezi
• Apps
• App stores
• iTunesU
• MOOCs
Your Digital CPD needs:
What digital skills do you think
you (and/or your staff) need to
learn?
• technical ones?
• pedagogical ones?
Reflection
The Digital
Teacher:
competence
frameworks
Teacher
Competence
Frameworks
• PRESETT – core methodology
• INSETT (inc. Online)
• Reflection
• Self-study
• Professional engagement
CPD
Cambridge CPD Framework
http://Tracker.cambridgeenglish.org
EAQUALS EPG
http://egrid.epg-project.eu
EAQUALS blended learning accreditation
1. Management & Administration
2. Teaching & learning
3. Course design & support systems
4. Assessment & certification
5. Academic Resources
6. Learning environment
7. Client services
8. Quality Assurance
9. Staff profile & development
10. Staff employment terms
11. Internal communications
12. External communications
UNESCO ICT framework
27
28
What
teachers
need to
knowThe
resources
and tools
teachers
use
What
teachers
should be
able to do
Designing
learning
Professional
development
Delivering
learning
Evaluating
learning
Knowledge
related to the
digital world Skills and
knowledge
for digital
language
teaching
Cambridge Digital Framework –categories
Cambridge Digital Framework: sub-
categories
Digital ‘Can Do’ statements
Reflection
Digital teaching competences: draft 1
The wider digital world
• Productivity
• Information management
• Digital citizenship
• Legal issues
• Digital welfare and safety
35
The digital language teaching
context
•Online learning
•Principles
•Approaches and
methodologies
•Improving language proficincy
•Improving language
knowledge and awareness
•Face-to-face learning
Cambridge Digital Framework -
Stages
1. Awareness
2. Understanding
3. Habit
4. Mastery
1-Awareness
-Is aware of a few of the
better known approaches
and methodologies for
digital learning (e.g.
blended learning, self-
study), but may not be able
to clearly articulate their
impacts on teaching and
learning
2-Understanding
-Is familiar with some of the key
ways in which digital tools and
resources bring about changes to
the way teachers structure
learning and is aware of some of
the better known approaches
and methodologies for digital
learning (e.g. blended learning,
flipped classroom)
- Can describe some of the ways
that these approaches and
methodologies impact teaching
and learning and the contexts in
which they might be appropriate
4-Mastery
- Has a detailed understanding of the ways
that digital technologies are impacting
pedagogies, methodologies and
approaches and the various impacts that
these changes have on teaching and
learning
- Can clearly articulate the relative merits
of a certain approach or methodology for
a certain context, learner or group
- Keeps up to date with new technology
and can identify potential impacts of
changes on teaching
- Shares knowledge and best practice with
peers and encourages interest exploring
the ways the digital technology impacts
language teaching and learning
- Can create and implement strategies and
policies across a school or organisation on
the best methodologies and approaches
for various teaching situations
3-Habit
- Can apply a range of different
educational approaches and
methodologies (e.g.
constructivism, connectivism) to
their own teaching context, and
understands the way that they
are impacted by digital tools,
resources and trends
- Has a good understanding of
the different contexts in which
certain approaches and
methodologies are likely to have
a more positive impact on
intended learning outcomes
- Can provide advice and basic
training to others on the best
methodologies and approaches
for their teaching situation
http://teachwithdigital.org
• Accessibility
• Adaptive learning
• Advertiser-funded
• Aggregate data
• Asynchronous learning
• Blended learning
• Blended learning cycle
• BYOD
• Cloud computing
• CMS
• Collate
• Colligation
• Collocation
• Connectivism
• Constructivism
• etc
Skills and
knowledge
for digital
language
teaching
Evaluating
learning
Delivering
learning
Designing
learning
Knowledge
related to the
digital world
Professional
development
Task - Which category do
these components belong
to?
• Preparing learners for
digital lessons and courses
• Setting up and managing
digital learning
environments
• Setting up and managing
face to face learning
environments
• Responding to learners
• Communication and
interaction
Delivering
learningDesigning
learning
Professional
development
Evaluating
learning
Knowledge
related to the
digital world Skills and
knowledge
for digital
language
teaching
Setting up
and managing
digital learning
environments
Setting up
and managing
face-to-face
learning
environments
Preparing
learners for
digital lessons
and
courses
Responding to
learners
Delivering
learning:
sub-categories
Key concepts
• Forums
• Blogs
• Wikis
• Polls
• SurveysCommunication
and interaction
Knowledge,
Skills &
Tools
Recognition
for training
Training
for each
compone
nt
Digital Training
Digital TrainingCourses:
Consultants-E
ELTjam
Cambridge English
Digital
Audit
Sector Audit
questions
Evaluation
Infrastructure
Administration
Marketing
Classroom
Self-access
Teaching &
learning
Remote learning
Teacher
development
Highdale Learning
Digital Audit Toolkit
Digital
2017-2020
ASR
• Interactive practice
• Automarking: ALTA Institute
• CAPT SET
47
How does it work?
ASR self-study
Solo speaking:
-Teacher gives text or dialogue to
practice outside class
-Student practises dictating it –
checking output matches the
teacher model (listening to
comparative audio if available)
Phonology:
Practise speaking and gaining
feedback at pronunciation, stress,
word level – for example:
• Reading Companion
• Carnegie speech
• SpeakingPal
• EduSpeak
Writing:
-Use dictation app to give
descriptions or tell stories orally
-Email results to teacher / peers
Carnegie Speech:
Phonology diagnostics - students
practise at home, where they
speak into the microphone and get
feedback on pronunciation, stress
& intonation performance
Automated marking of speech
Writeandimprove.com
Next….
• AR
• VR
52
Your Digital trends:
What digital affordances will
you be using in 2020?
What new skills will you need
in 2020?
Reflection
Take Away
Help colleagues develop
their Digital Literacy
Define what teachers
need to know
Plan training and
development according to
the Digital Teacher
Framework
http://teachwithdigital.org
1
2
3 Fund training
& experimentation
in pedagogy
& technology
4
5
6
Encourage curiosity & creation of resources
Delight students
Thank you!
Contacts:
email:
PDF:
http://www.michaelcarrier.com
Framework:
http://teachwithdigital.org
TIRF/Routledge book:
http://www.tirfonline.org
