[IPP] Digital Assessment Literacy: The Missing Linkage between Technology and Assessment Literacy

Despite the raised interest in assessment literacy (AL), teacher’s AL requirements in today’s age of technology are overlooked. Exploring the experts’ and teachers’ views regarding teacher’s AL competences in technology-enhanced environments, researchers conclude that there is a need for technology to be considered in the conceptualization of 

[WS] Technology in Classroom Assessment: Improving Teacher’s Digital Assessment Literacy

The affordances of technology in language teaching are promising. However, the effective application of technology in classroom assessment is yet to be delivered. A study with EFL teachers in technology-enhanced assessment revealed what teachers need in post-pandemic classroom assessment to be digitally assessment-literate. Several tools and strategies will be introduced.

For you, the educator committed to breaking through the boxes that shape fixed ways of teaching English Language Arts to our English Language Learners. You will engage in rethinking the approach to supporting K-12+ students and teachers to be writers and see material to use with your students and colleagues. 

The dispersal of digital technologies has called for a reconceptualization of literacy demands and assessment and consequently attracted increased attention to the use of multimodal digital assessments (MDAs) in English language teaching. In this session, I will first provide an overview of concepts pertinent to MDAs, such as multiliteracies or new literacies, before delving into the definition, benefits and pedagogical considerations of MDAs. I will conclude my presentation by highlighting the adoption of MDAs in real-life English classrooms through findings from the literature.

Getting students to practice their speaking skills during hybrid/online teaching was a hard task – especially students in early English levels. In our experience, music and poetry proved to be useful and engaging genres for students to speak about what is in their minds and hearts – while practicing pronunciation and reading.

Are your students reluctant to participate during your class activities? It is time to shake up your classroom routines through academic circles. In this workshop, you will learn the steps to creating an effective academic circle routine to utilize alongside a future lesson of your choice.  

After the Pandemic, the amount of students who come into the classroom with trauma and adverse childhood experiences has increased. This situation is especially challenging when we consider the needs of multilingual students. Discover Connect Respond is a culturally-informed intervention based on advances in interpersonal neurobiology and trust-based relational intervention. 

[IPP] Digital Assessment Literacy: The Missing Linkage between Technology and Assessment Literacy

Despite the raised interest in assessment literacy (AL), teacher’s AL requirements in today’s age of technology are overlooked. Exploring the experts’ and teachers’ views regarding teacher’s AL competences in technology-enhanced environments, researchers conclude that there is a need for technology to be considered in the conceptualization of 

[WS] Technology in Classroom Assessment: Improving Teacher’s Digital Assessment Literacy

The affordances of technology in language teaching are promising. However, the effective application of technology in classroom assessment is yet to be delivered. A study with EFL teachers in technology-enhanced assessment revealed what teachers need in post-pandemic classroom assessment to be digitally assessment-literate. Several tools and strategies will be introduced.

In this workshop, participants will 1) learn the current capabilities of artificial intelligence in generating various genres of written texts, 2) actually use and explore various AI platforms, and 3) discuss the potential benefits and risks of it in academic writing, and how the field should be ready. 

In this workshop, participants will 1) learn the current capabilities of artificial intelligence in generating various genres of written texts, 2) actually use and explore various AI platforms, and 3) discuss the potential benefits and risks of it in academic writing, and how the field should be ready. 

In The Story Connection, participants will explore how storytelling is a powerful tool in building social emotional learning for multilingual learners. Educators will be empowered to connect with students through storytelling, understand how storytelling bolsters digital learning, and will leave with a portfolio of starter games and stories to tell.

In this presentation, I reflect on my experiences implementing flipped learning online to teach post-secondary English language courses during the COVID-19 pandemic. I will focus on lessons learned from the use of technology and conclude with suggestions for using technology and digital tools to implement flipped learning in the future. 

In this session, I will explore the impacts of community asset mapping (CAM) projects for fostering positive student outcomes. I discuss CAM as a viable model for culturally responsive pedagogy that centers the lived experiences of students, their families, and their shared stories in the school curriculum.

It is important to investigate students’ positive and negative emotions when they engage with the learning material in online learning environments. Research has shown different levels of positive and negative emotions in language learning. This study investigates these emotions, highlighting contextual factors that are unique to the Mozambican university context. 

This presentation will present Pangea Chat’s innovative instant-messaging platform that transforms texting into a powerful language learning tool ideal for virtual learning contexts. Examples will be presented to demonstrate how it can increase student engagement, raise conversational skills, increase student’s ability to recognize and correct errors, and promote intercultural interactions.

The COVID-19 pandemic has disrupted education. The pandemic required teachers to use technology as a means of emergency remote teaching. This qualitative study uses the Technology Acceptance Model (Davis, 1989) to explore how teaching remotely during the pandemic has affected teachers’ decision to use more technology in post-pandemic classrooms. 

For you, the educator committed to breaking through the boxes that shape fixed ways of teaching English Language Arts to our English Language Learners. You will engage in rethinking the approach to supporting K-12+ students and teachers to be writers and see material to use with your students and colleagues. 

How can we elevate the digital learning experiences of English-language or multi-language learners both synchronously and asynchronously? Let us explore this topic through the powerful digital tool of Wakelet, which can empower students to learn, collaborate, and showcase their understanding and creativity.

Following the outbreak of the COVID-19 pandemic, teachers of English had to face unforeseen issues regarding the educational process. Semi-structured interviews were conducted with sixteen EFL teachers to investigate the main challenges and the most successful strategies of implementing the framework of digital education in Transcarpathia, Ukraine.

As educators, we generally expect certain aspects of education to skyrocket our classroom dynamic. These are usually: great classroom management tools, a cutting-edge curriculum, the latest technological app, and the list goes on. This session will in no way refute the elements listed above.  However, it aims to create a paradigm shift by adding another revolutionary tool that will actually enhance the topics listed above. The passion that most English Language Learners have for soccer can be leveraged in the ELL classroom to heighten connectivity, creating ripples to actual language learning. I used  Soccer to scaffold students in the area of vocabulary building, reading, writing listening, and speaking English. There was a 180 degrees turnaround once I embraced what my students loved. This did not only happen pedagogically but our social and emotional bond went through the roof. 

Though the Soccer World Cup is over, we can use the lesson learned to harness other passions for language learning. Come and see how you can still teach the curriculum but through a different lens.

Social media is an essential tool for international students to adapt to the multicultural environment and develop their Intercultural Communicative Competence (ICC). Analyzing how these international students use social media after classes can provide administrators with practical information about rebuilding the academic climate and facilitating the goal of global learning.