Greg Kessler

Hybrid and online learning have been around for some time and many of us across educational
domains have had experience teaching and learning in these contexts. However, not
all online environments and practices are created equal. The breadth of these contexts today
requires us to carefully reflect upon our practices to better understand the various ways
that we can interact with one another in the pursuit of effective teaching and learning. There is
evidence that many factors may influence how technologies are implemented, including cultural
norms and expectations. Similarly, the educational backgrounds of teachers and learners and their
attitudes toward these approaches, and technology in general, can determine if a given technological
intervention will have any chance of success. As we learn more about these online and hybrid
contexts, we continue to develop a richer and more sophisticated understanding. The chapters in
this volume have much to contribute to this discussion. This volume in the TESOL Voices series
addresses reflective teaching practices and participant inquiry in online and hybrid teaching contexts.
The authors in this collection present a diversity of authentic TESOL teaching and learning
contexts utilizing online and hybrid instructional approaches. Each chapter is illustrated with a
rich description of participant inquiry.
This is a collection of insider perspectives that is geographically, culturally, and contextually
diverse. The collection is divided into three sections: (1) voices of participants in online and
hybrid TESOL teacher preparation contexts, (2) voices of participants in online ESL and EFL
contexts, and (3) voices of participants in hybrid ESL and EFL contexts.

This book was envisioned with the idea of merging fundamental ideas and tenets from researchers and educators who have worked and reflected on L2 writing through the use of various technologies. With this vision in mind, the authors in this monograph bring forward some of the concerns, innovations, and reflections that are voiced among many professionals in our fields. The following chapters present and take into account new explorations into a familiarly travelled territory that already pertains to our social lives, but has not been sufficiently explored in our academic environments. For this reason, even though web 2.0 technologies such as blogs, wikis, synthetic immersive environments, and virtual worlds support socioculturally rich language learning opportunities in L2 writing, we still have a lengthy path of discovery ahead of us. The full integration of technology and L2 writing bolsters the students' engagement in language use that results in high-quality language learning moving beyond the traditional classroom setting. This integration, however, should be based upon sound theoretical and research based findings as well as insights gained from pedagogical practices that consider the affordances of technology (e.g., what technology provides that pen and paper cannot). This monograph includes insights into, and reflections about, different perspectives of the relationship between  L2 writing and technology with particular emphasis on the writing process, development of linguistic skills, development of writing competencies and literacy, educational approaches to writing, as well as task creation and assessment in diverse writing contexts. In this regard, the chapters incorporate the recognition of a connection between the fields of second language writing, pedagogy, second language acquisition and emphasizing the need for technological innovation and integration to be built upon a strong pedagogical and research-based foundation.

INTRODUCTION
In the following 15 chapters in this book, the authors present a wide range of topics that move from an overall view of current studies that have integrated technology into second language writing over the last three decades to new writing environments whose potential to enhance L2 writing call for further exploration. The book is divided in 5 sections: feedback and assessment, collaborative writing, content, curricular/educational applications and implications for L2 writing and an annotated bibliography of recent research in second language writing involving technology."

The TESOL Technology Standards Framework is available as a bookmarked PDF with linked table of contents, references, and URLs. Navigation is easy for users who want to focus on one of the two major sections: Technology Standards for Language Learners and Technology Standards for Language Teachers. All standards have a strong focus on specific pedagogy for English language teaching. They are designed to be applicable to teachers and students at a range of English proficiency levels in a wide range of English language teaching and learning settings around the world.

Also presented is a discussion on the research base for the standards, as well as a handful of vignettes that help situate the standards in various English language teaching and learning contexts. Upcoming is an expanded volume of the standards illustrated by multiple vignettes that cover a range of settings, including young learners, teens, adults, EFL, ESL, intensive English programs, adult workplace English, English for Specific Purposes (academic and professional), one-computer classroom, class-lab, and fully-online.

"The TESOL Technology Standards are applicable in a wide range of contexts: foreign language, second language, child, teen, adult, higher education, vocational education, language for specific purposes, and fully online programs; and in settings with low, medium, or high resources and access to communication technologies. Students, teachers, teacher educators, administrators, and researchers will find this an easy guide through the technology standards and how they can be applied in the varied contexts in which language instruction occurs. The book is organized around two strands of standards: Technology Standards for Language Learners and Technology Standards for Language Teachers. Useful supplemental material included for the reader are a comparison of the TESOL Technology Standards with other technology-focused standards, extensive reference lists, a glossary, and an index.

Even practitioners with little access to technology resources can apply the standards in their contexts, while those with a great deal of access to technology are encouraged to do as much as their resources will allow. Vignettes provide detail-specific resources, and attempt to offer free and open-source technology alternatives where possible, and in some instances they suggest technology for the physically disabled. Although the vignettes tend to focus on English language learning and teaching, the technology standards can be applied to languages other than English."