(The meeting turned into a very lively discussion with great interest and participation. Considering this was the very last day of the convention and our slot was after lunch, we had a very good turnout. Participants were so interested in the discussion that they weren’t at all in a hurry to leave! )

The meeting started with a short introduction explaining the thinking behind this initiative and the fact that at the moment we are very interested in finding out what our colleagues opinions’ are on the issue and the need for technology standards in particular

1. Need for technology standards?

In the discussion that followed, the first question raised by the panel was whether the participants thought there was a need for technology standards. There were one or two participants who seemed ambivalent but overall the response was positive.

• One participant used the analogy of the blackboard--we don't need standards for using chalk. However, many participants spoke to the need for standards in several areas:
• A person doing English Language Arts assessments found that standards were not sufficiently specific as benchmarks to provide accurate measures of completion.
• In language learning courses online, student level of satisfaction is not apparent.
• China desires standards in the field of CALL because ways of assessing how/what students are learning, and ways to evaluate and encourage teachers' efforts are lacking.
• Standards provide a goal for programs that need to implement technology as a life skill or as a tool for learning.
• International core standards help governments to plan policy and encourage them to close the digital gap.
• Teachers need to be computer literate, but in a program where portfolios are used to evaluate teachers, for example, there is no benchmark for the ability to use computers for pedagogical purposes.
• When using other standards documents, one must go to ISTE for technology-specific elements. The implication is that TESOL’s standards are lacking in this area.
• Standards can help schools and systems get started and keep up with technology. They help determine what schools include in the curricula, and when there aren't enough computers, they can show the need for them and where and how they should be used.
• Standards can play an important role in teacher preparation, content software development and evaluation, program formulation and development.

2. Types of standards or areas where standards are needed

Seeing that the response towards a need for technology standards was positive, the second part of the discussion centered on what types of standards participants thought were necessary and in which areas.
Some of the ideas put forward by the participants were:

• Focus should not be on the tool but on the pedagogical perspectives.
• There might be different standards for lab-associated ESL, for technology uses that support teachers, that support what students learn, or that describe programs specifically developed to use technology.
• Standards for technology use: what do students need to know to be considered computer literate?
• There is a need for standards for differing ages and levels, e.g., standards for PK-12 will be different from higher ed standards; PK-3 will be very different.
• The State of Maryland has standards aligned with national standards, and TESOL standards should be aligned with these also.
• Technology may be seen as a "content," as in the ISTE technological standards, but we also need a standard for applying pedagogy to this content.
• Technology standards need to be expressed in a way that the layperson can understand.
• There is a need for both content standards (how to use a computer and the Internet, for example), and curriculum standards (integrating technology), for productivity, and for pedagogical purposes.
• There is a need to indicate where specific skills differ from the usual specifications, i.e., reading electronic documents are different, require different teaching goals, and different forms of assessment
• Webpage design and design of software for pedagogical uses need standards of usability for learners and especially accessibility for special needs students.
• Online programs have no standards. TESOL regularly receives requests for recommendations on programs for ESOL and for teacher education. Standards for online education are thus needed.
• Schools need advice on the expected training of lab assistants and lab coordinators, who may be skilled in technology, but do not have pedagogical training
• It may be appropriate to mesh technology with the standards already existing (developed by TESOL) adapting them in such a way to fit technology in them.

3. Conclusions

Participants were given Claire's Website address: http://www.edvista.com/claire/pres/callstandards.html
in order to examine the currently developed TESOL Standards documents and those of organizations such as ISTE.

Those who would be interested in helping the SP (Standards Portfolio of TAC) with the development of this project were invited to put down their contact details. An e-mail list or an e-group might be created to keep in touch and make use of the group whenever necessary.

4. Proposed actions

At a short debriefing among SP members, a list of steps to be taken next was suggested:

• i. Survey the Interest Sections and affiliates, asking them what their opinions are regarding this initiative as well as what their needs are in this field. This may be carried out through e-mail surveys.
• ii. SP will maintain contact with the Standards Committee and prepare a proposal to submit regarding the development of Technology Standards. The Standards Committee will provide us with the final framework for the proposal formation sometime in June / July.