LIT2T Leadership Guide

48 TO: TABLE OF CONTENTS with what some would consider an essential face-to-face experience. Beyond gains in learning in the four skills—reading/writing, listening/speaking—provided by blended learning, this hybrid modality also offers an opportunity to incrementally build skills as an autonomous and independent language learner, such that graduation from LINC should represent transitioning to autonomously solving communication problems outside the classroom. Useful examples of skills for autonomy are the Computer-mediated communication (CMC) skills gained from participating in an online blended course. Mastery of CMC can lead to autonomous applications of those skills and strategies to solve communication issues independently in ‘the rest-of-Canada’ beyond the classroom walls. In the Ontario study, “blended learning… was strongly preferred as an ESL e-learning delivery option by administrators (84%), instructors (63%) and learners (60%)” (P.13) . The report stated, “a blended approach would appeal to potential learners who do not currently take part in ESL classes due to location, parenting responsibilities, or work schedules” (P.14) . The practical barriers to blended learning are considerable. In light of all this critical reflection on the settlement language training sector, how well is your service provider organization (SPO) performing? How does a program evaluate the current level of technology integration and identify where progress is needed? What are the indicators of program excellence? These are important questions when assessing progress and making strategic plans. Happily, TESL educators have been examining these issues for some time and there are now two important standards frameworks for teachers, learners and programs. Please read Chapter 7: Technology Standards & LearnIT2teach, page 27. Read and reflect on whether your program is making the best use of the professional development and courseware options provided by the LearnIT2teach Project: Has your SPO developed a shared vision around technology? Does your SPO provide equitable access to participants by maximizing the use of online options for learning? How engaged are you and your staff in ongoing professional development? Is there sufficient technology support for teachers and learners? Does your program support better practices to support the emergence of online learner communities? Are staff in your SPO empowered to implement blended and online learning into their classes? Whichever standards you apply in your program, technology skills should play a growing role in your hiring and human resources practices. Technology skills should be part of the requirement when you hire. And they should be an important consideration in how you staff classrooms or language laboratories, and how teachers are assigned. Now read page 28, Essential Conditions for Leveraging Technology for Blended Learning. Please carefully review the eight conditions. Reflect on the status of your program: How well are the eight conditions currently satisfied? Now read page 29, How LearnIT2teach Assists with the Essential Conditions Has your SPO developed a shared vision around technology?