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Technology and the learning space

How a physical classroom is organized, decorated and laid out impacts how your students feel, interact and learn. It��s just as important to think about how your virtual teaching space functions and what it looks like, as it will greatly affect your students�� learning experience.

Classrooms are usually full of posters, examples of students�� work and other decorations. Just because you��re teaching online doesn��t mean your environment needs to look dull.

Take some time to think about your virtual teaching space. Picture it in your head. What��s behind you? What��s on either side? Is there an echo? Is it light or dark? How far away are you from the camera?

Online classroom setup dos and don��ts

While teaching online isn��t always that different from teaching face-to-face, there are quite a few things you might not have considered before. Here are some of my top dos and don��ts to help:

Lighting

• Don��t sit in front of a window or other source of light; otherwise, your face will be in shadow and hard to see. If you have no option, close the curtains and use an artificial light source to illuminate your face.
• Do reflect lighting off a wall or ceiling, so it hits your face indirectly. This creates a much more pleasing image. If possible, sit in front of any windows or to the side of them so that the light hits your face directly or from the side. If the room is naturally dark, reflect a couple of lamps off the wall in front of you or the ceiling.

Audio

• Do invest in a set of headphones with an inline microphone. Even cheap ones will make you easier to understand, and reduce environmental noise interference (traffic, your neighbor��s stereo, etc.).
• Don��t teach in an empty classroom (if you can avoid it). They are a terrible place to teach online classes from because they suffer from echo, environmental noise, lighting and bandwidth problems.
• If your teaching space has an echo, try placing pillows or cushions on either side of your screen. They help absorb echoes and make it easier for your students to hear you.

Video

• Sit far enough away from the camera so your students can see most of your upper body and arms. If you use a laptop, raise it up on an old shoebox or a couple of books, so that the camera isn��t pointing up your nose!
• Do invest in the fastest internet connection you can afford (school administrators may want to consider offering subsidies so teachers can upgrade their connection speed). It is vital that you have enough internet bandwidth to stream good-quality audio and video and share materials with your students. Learn how to use your mobile phone data plan to create a wifi hotspot for your computer as a backup.

Using technology with your students

Here are some ways to get the most out of technology, build your student��s digital literacy skills and increase motivation:

Space

Students should connect from a private space where they are not interrupted by siblings, pets, housekeepers, or parents. The space should be well-lit and have a good Wi-Fi signal.

Communication

Just like you, they should use earphones with an inline microphone. Their webcams should be on, not just so you can see them, but so they can see each other. Encourage learners to have fun and personalize their space by changing their backgrounds or using filters.

Distractions

Parents and caregivers should be aware of the negative effect of noise and distractions on their children��s learning. It��s important that where possible, they avoid having business meetings in the same room their children are learning in. They should also ask other people in the house to respect the children��s right to enjoy a quiet, private, productive learning environment.

Resources

If you and your students are online using some form of computer, tablet, or mobile device to connect to class, make sure to use the resources available to you. Reinforce how to correctly use spell check when writing a document; for example, have your students use their cameras to take photos of their work to share or even their favorite toys.

Flexibility

Instead of trying (and often failing!) to get all your students to speak during the class, have them make videos or audio recordings for homework that they send to you or each other for feedback. Alternatively, experiment with breakout rooms, if using a platform that allows this.

Preparation

If you want to show a YouTube video during class, send the link to your students to watch for homework before class, or have them watch it during class on their own devices.

Besides saving your internet bandwidth, they may even be inspired to click on one of the other recommended (usually related) videos alongside the one you want them to watch. It��ll be on their recently watched list if they want to go back and watch it again.

Collaboration

If you set group work that involves writing a text or designing a presentation, ask your students to collaborate with a shared Google Doc. You��ll be able to see what they��re doing in real-time and give them feedback. It works like you are walking around the classroom and looking over their shoulders.

Feedback

Explore the focused feedback tools your web conferencing platform offers, such as breakout rooms or an individual chat. But also, don��t forget to share relevant information and learning with the whole class. This helps them all benefit from your expertise, just like if they listen to you answering a classmate��s question in the classroom.

If your students are at home, they can access materials and props they would never have at school. Think about how you could incorporate this into your teaching.

Materials

Finally, ensure that the materials you use are suitable for online learning. If you use a book, it should have a fully digital option and a platform available to your students with practice activities, videos, and audio recordings. You should avoid using static pages in favor of dynamic activities, or online documents that allow real-time collaboration.

Involving parents and caregivers in your online teaching environment

Create an online learning document for parents explaining how they can create a positive and productive learning environment for their children. Some families may experience significant difficulties and may be unable to implement everything. But it��s still important to explain to them how to optimize the experience if they can.
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There��s the saying, ��There are two types of teachers with 20 years of teaching experience: the first are those with 20 years of experience and the second are those with one year��s experience repeated 20 times.��

Some believe most teachers want to be the first kind of teacher �C constantly evolving throughout their careers �C rather than repeating the same classes. Additionally, taking professional development courses can help us reach these new heights.

Doctors, engineers, lawyers and other professionals regularly have to seek training opportunities. This enables them to keep up to date with the latest technologies, innovations and changes in the wider world. It could be argued that teachers are no different.

Benefits of professional development training

There are several benefits to continued professional training for teachers. For instance, there��s always something new to learn as developments are happening regularly in the world of ELT. Whether it��s innovations in ed-tech, new research into how we learn languages or a new pedagogy, certain courses can help bring you up to speed with these!

Undertaking further training will help you to deepen your knowledge and widen your expertise. So rather than simply repeating the same method of teaching a grammar point over again, you��ll learn new approaches. In turn, you��ll be better equipped to find the tools that work to help your students reach their learning goals.

Another great thing about professional development is that it can lead to career progression and promotion. There are a number of courses that you can take to develop not only skills for teaching, but other roles in the ELT industry.
For example, you can train to become a director of studies, specialize in business or academic English, or enter ELT publishing or management. There are many options to explore through further education!

New trends in English language teaching

To be the best teachers we can be, it's important to be aware of new trends in the field of ELT. Some of the latest ones include:

Hybrid learning

Gaining popularity in recent years, hybrid learning is an approach to teaching. Specifically, it involves some students attending class in person, while others join the class virtually from home. This means that teachers must be prepared to simultaneously teach both students in person and online.

Flipped classroom

A flipped classroom means students are introduced to content at home. Often teachers introduce this via videos and then practice working through the new knowledge in class. This is the opposite of the more traditional method where they are given new content at school, and complete assignments independently at home.

Bite-sized learning

One method of teaching that has become more common is bite-sized learning. For example, breaking down information into smaller chunks instead of having learners listen to long, uninterrupted sessions, and this helps students absorb information and keeps them engaged.

If you��re not already familiar with these, there are lots of professional development courses that teach you how to use them in your classroom.

Formal qualifications in ELT

So what courses can you take? Here are some of the most common courses you can take for English language teaching.

• CELTA (Certificate in Teaching English to Speakers of Other Languages) - Cambridge��s Level 5 qualification is an internationally recognized ELT course. While this certificate focuses on teaching adults, language academies accept it for both adults and young learners.
• Trinity CertTESOL (Certificate in Teaching English to Speakers of Other Languages) - Like the CELTA, the Level 5 course is designed for people with little or no English teaching experience.
• Trinity CertPT (Certificate for Practising Teachers) - Trinity��s Level 6 is designed for teachers who have already been teaching for a minimum of six months. It aims to support teachers' further development and help them improve their teaching practice.
• DELTA (Diploma in Teaching English to Speakers of Other Languages) - Cambridge��s provides professional development for teachers with at least one year��s experience. This level 7 qualification is also designed for those who want to progress into more senior roles such as head of English and teacher training.
• Trinity DipTESOL (Diploma in Teaching English to Speakers of Other Languages) - Trinity��s is designed for teachers who have reached a stage in their career where they��d like to progress to a more senior level. Like the DELTA, it��s an internationally respected level 7 qualification for experienced TEFL teachers.
• Master��s degree - Master��s studies in English Language Teaching, TESOL, or applied linguistics, are great options to reach a more senior level in your career. Most people take them to become a director of studies or reach a management position.
• Specialized courses - If there��s an area of teaching that you��d like to specialize in, plenty of short courses cover a range of topics. These include teaching online, teaching with technology, teaching business English and teaching very young children. Check out , or to see what they offer.

If you��re unable to take a formal course, sharing ideas with colleagues is a great way to create professional development opportunities. You could exchange lesson plans and ask for feedback or input. There are plenty of podcasts, webinars and social media groups for teachers where you can find great tips and ideas from fellow teachers worldwide.

Whichever route you decide, remember that learning is a lifelong journey �C not only for your students but for yourself too! There are always new things to discover that will help you develop as a teacher.

What do driverless car engineers, telemedicine physicians and podcast producers have in common? About 10 years ago . They are representative of a new technology-driven marketplace, which is evolving faster than employers, governments and education institutions can keep up.

As new jobs appear, others fall by the wayside. Today, it��s estimated that up to with currently available technology. Routine jobs like data entry specialists, proofreaders, and even market research analysts are especially at risk of becoming redundant within the next 5 to 10 years. Globally, that means between 400 and 800 million workers could be displaced by automation technology by 2030, according to McKinsey.

Moreover, will need to work in areas that do not exist in the current market. The question is, what can we do to prepare learners for a future when we have no idea what jobs they��ll be doing? Mike Mayor and Tim Goodier discuss this uncertain future and explain why English for employability is such a hot topic right now.

A rising level of English and employer expectations

Mike Mayor, Director of the Global Scale of English at ����app, explains that while he believes employability has always been a factor in English language education, it has become more important and more of a focus for students looking to enter the workforce.

��Expectations of employers have risen as proficiency in English language, in general, has risen around the world,�� he says. ��They��re now looking for more precise skills.��

Tim Goodier, Head of Academic Development at Eurocentres, agrees. He explains that English language education is primarily about improving communication and soft skills �C which is key for the jobs of 2030 and beyond.

��There��s a convergence of skills training for the workplace and language skills training,�� Tim says. ��The Common European Framework of Reference (CEFR) has recognized and, in many ways, given a roadmap for looking into how to develop soft skills and skills for employability by fleshing out its existing scheme �C especially to look at things like mediation skills.��

How the Global Scale of English and CEFR have surfaced employability skills

The?Global Scale of English (GSE) is recognizing this increasing prominence of English for employability. Mike explains that it��s doing this ��by taking the common European framework and extending it out into language descriptors which are specific for the workplace.��

In developing a set of learning objectives for professional learners, Mike and his team have given teachers more can-do statements. ��They are able to create curricula and lessons around specific business skills,�� he says.

Tim comments that one of the most interesting things about the GSE is that it links can-do statements to key professions, which he explains ��is another extension of what these can-do statements can be used for �C and viewing competencies as unlocking opportunity.��

Showing how these skills and competencies relate to the real world of work can be a strong motivating factor for learners.

He says that teachers need to visualize what success will look like in communication ��and then from there develop activities in the classroom that are authentic.�� At the same time, he says that activities should be personalized by ��using the learners�� own interests and adapting the course as much as possible to their future goals.��

Preparing students for the future workplace

Speaking on the role of publishing in English for employability, Mike says:

��I would say as course book creators we actually incorporate a lot of these skills into our materials, but�� I think we could do to push it a little further.��

In Mike��s view, educators need to do more than teach the skills, they need to raise awareness of their context. In other words why these skills are important and how they will help them in authentic situations both in and out of the work environment.

Beyond teaching the language itself, he says publishers should be helping teachers ask:

• Are the students participating fairly in group discussions?
• Are the students actively listening?
• Are they interrupting politely?

These skills ��don��t come naturally, and so just to begin raising awareness would be an added value,�� he says.

Future skills: careers in 2030

In the same way we didn��t know that driverless cars would become a reality 10 years ago, we cannot say with absolute certainty which professions will arise and which will disappear. However, using tools like the GSE teacher toolkit, we can help our students develop the language and soft skills they need to navigate an ever-shifting job market. The future is an exciting place, let��s help our learners prepare themselves!

Watch the full interview with Mike and Tim below:?