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It traces the standards’ development from an insider perspective, reviews scholarship on their impact on teacher education and professional development, and reports on a multi-year integration process in a CALL course. It also examines implementation challenges and adaptation through revised “can do” expectations, concluding with forward-looking value in online teaching post-COVID-19.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/revisiting-the-tesol-technology-standards-for-teachers-integration-and-adaptation/596213/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/revisiting-the-tesol-technology-standards-for-teachers-integration-and-adaptation/596213.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of revisiting the TTST in this article?","Question",{"text":112,"@type":113},"The article revisits the TESOL Technology Standards for Teachers (TTST) and discusses whether they remain relevant long after their original publication.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article explain the development of the TTST?",{"text":117,"@type":113},"It describes the standards’ development using the author’s insider perspective as a member of the six-person TTST task force.",{"name":119,"@type":110,"acceptedAnswer":120},"What problem arises when integrating TTST into a CALL course, and how is it addressed?",{"text":121,"@type":113},"Participants found the “can do” statements useful, but those not currently teaching—especially those who had never taught—struggled with interpretation. 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To provide a historical backdrop, I first cover the development of the standards from the inside perspective of one of the six members of the team that created them. I next review some key literature relating to the influence of the TESOL standards on teacher education and professional development. I then discuss a multi-year project, in which the TTST were first introduced into an existing CALL course and then integrated throughout the eight units of the course. I describe how the TTST as presented in the two TESOL publications—TESOL (2008) and Healey et al. (2011)—can provide a somewhat problematic set of expectations for the pre-service teacher candidates in that course. Input from participants led to a restructuring of the course anda reformulation of the Healey et al.’s (2011)“can do” statements to better serve those who have not yet begun their teaching career. I conclude with speculation about the value ofthe TTST in the present and near future, particularly in light of the recent expansion of online teaching brought about by the COVID- 19 pandemic.  \nKeywords: teacher education; professional development; technology standards; integration; adaptation.  \nAffiliation  \n1 Stanford University Language Center, USA.  \n[email: ](email: efs@stanford.edu)[efs@stanford.edu](email: efs@stanford.edu)  \ncalico journal vol 38.3 2021 319–337 [https://doi.org/10.1558/cj.20068](https://doi.org/10.1558/cj.20068)  \n© 2021, equinox publishing   \n320 Revisiting the TESOL Technology Standards for Teachers  \n1. Introduction  \nToward the end of 2008, TESOL published the TESOL technology standards framework. This was the culmination of a project aimed at providing baseline targets for language learners and teachers to achieve in the area of technologymediated language learning. Although other technology standards existed for education as a whole (e.g., the National Education Technology Standards [NETS] from the International Society for Technology in Education [ISTE]), this was the first set exclusively focused on language teaching and learning. I was one of six on the TESOL Technology Standards Task Force that developed the standards and authored the framework document which introduced them to the field (TESOL, 2008). This team, appointed by the TESOL Committee on Standards, was chaired by Deborah Healey—other members were Volker Hegelheimer, Sophie Ioannou-Georgiou, Greg Kessler, and Paige Ware. The standards aimed to have the following positive impacts on language teaching and learning.  \n• Prompt teachers to learn to use technology in their teaching.  \n• Articulate a clear set of stages for the development of teacher IT (information technology) competence.  \n• Provide direction and motivation for integrating technology into language teacher education.  \n• Guide administrators and policymakers.  \n• Help minimize the digital divide—between countries and within countries.(Hubbard & Kessler, 2009, p. 1)  \nThe last official publication from TESOL that focused on the technology standards was released 10 years ago (Healey et al., 2011). Since then, much has happened in technology and language teaching, yet the standards themselves have not been changed. One could legitimately ask: are they still relevant?  \nI think the answer to that question is a cautious “yes.” To make the case for that claim, I first revisit the TESOL Technology Standards for Teachers (henceforth TTST), introducing them to readers who may not be aware of them and reminding those who are of their history, scope, and content. I briefly review some relevant literature, showing how the TTST have been referenced and utilized by resear","cbCairJDVRVxzOfK","https://ap.wps.com/l/cbCairJDVRVxzOfK","pdf",234217,"English","# Introduction\n## History of the TESOL Technology Standards","[{\"question\":\"What is the main purpose of revisiting the TTST in this article?\",\"answer\":\"The article revisits the TESOL Technology Standards for Teachers (TTST) and discusses whether they remain relevant long after their original publication.\"},{\"question\":\"How does the article explain the development of the TTST?\",\"answer\":\"It describes the standards’ development using the author’s insider perspective as a member of the six-person TTST task force.\"},{\"question\":\"What problem arises when integrating TTST into a CALL course, and how is it addressed?\",\"answer\":\"Participants found the “can do” statements useful, but those not currently teaching—especially those who had never taught—struggled with interpretation. The article reports adapting the statements and reformulating expectations to better support pre-career teachers.\"}]","Revisiting the TESOL Technology Standards for Teachers - Integration and Adaptation | PDF",1792082654,48]