use of OER in Armenia

one of the things that Armenian teachers get benefits from is how empowering it is for them. when teachers make the decision to adopt OER, it gives them a large amount of control over how the curriculum is sequenced, where it's drawn from. So that it really allows them to take ownership over their materials, teaching, and allows them to better connect with the students in the way that's most appropriate for learning and their environment.

Moreover, teachers can expand their own professional learning by understanding the state learning standards a little bit better by collaborating with other educators for really having a powerful voice in the creation of materials for use by their students.

they have control of what are going to be good materials for the individual learners in the class. this really empowers them to be the professional in the classroom in a way that traditional prepackaged materials don't really do for teachers.

Make digital world a priority at school and at home.

In the new digital world, we know student learning is strengthened when families and educators are on the same page. Families can reinforce the lessons through conversations and expectations at home. And teachers can help students navigate the digital dilemmas they face in and out of school.

Depending on the school's community, parents' and caregivers' responses to technology may vary. Some will be relieved to know these lessons are part of the school curriculum; many families already grapple with kids' media use and are looking for any support they can get in teaching these skills. Others might be wary of a program that teaches what they feel are moral lessons.

With so many varied perspectives, it's critical to introduce technology and its use in class to families from the start and make it part of the classroom or school culture. The more parents and caregivers know about the program, the more they will be able to take co-ownership of the effort.

Here are several ways to get families on board with pedagogical applications of technology like digital games:

1. Introduce digital games at back-to-school night.

From the moment you meet your students' families, let them know digital games are a priority. Point out the Digital Citizenship Pledge poster (login to download PDF) hanging in your classroom (signed by all your students, of course) to kick-start the conversation about how you integrate lessons on cyberbullying, online privacy, digital footprints, and more into your teaching.

2. Send family tips and resources home regularly.

Make digital citizenship and media use resources part of your regular communication to families. You can print out advice articles in English or the parents' language to send home in backpacks or post links on your class website, in the LMS, or in the weekly parent email. 

3. Tailor your efforts to meet families' needs.

Help parents and caregivers have more buy-in by finding out what their biggest concerns are. You can set up a comment/question box at back-to-school night. Or, if you send out a back-to-school questionnaire, ask a few questions about their challenges and needs related to family media use. Are they struggling with homework and multitasking, finding quality family media, or keeping their kids safe online? This can help inform the resources you share with families as well as the work you do with students.

4. Share the research.

Parents and caregivers have firsthand knowledge of the impact of devices and media on kids' lives. Even so, research on kids' media use is compelling and eye-opening and can establish the "why" for your digital citizenship program. The annual Common Sense Census offers a wealth of data on kids' media use. You can share the key findings for kids age 0 to 8 or for tweens and teens. Add these to your class website or parent newsletter, or print and provide them at back-to-school night.

5. Address parent concerns with a school-wide presentation.

By giving families an opportunity to ask questions, get advice, and voice their concerns about kids' media use, schools can strengthen the relationship between educators and families. Let your school leadership team know about Common Sense's ready-made presentations to use at school-hosted events for parents and families. Presentation topics include choosing quality family media, learning with technology, cyberbullying, social media, mental health, and more.

a distance English teaching program for young adults and adults in remote areas of Armenia

There is no consensus in the second language-learning field on how online and digital tools should be blended or integrated with classroom instruction (Egbert, Huff, McNeil, Preuss, & Sellen, 2009)
However, to serve the needs of second language learners, a learning environment should occasion authentic use of a target language (Chapelle & Liu, 2007) and communicate with authentic audiences (Johnston, 2007). In addition, learners also have individual preferences, backgrounds, and priorities (Dörnyei & Skehan, 2003) as they enter online and face-to-face environments and may reject one that does not account for their needs.
For teachers using collaborative or social technologies, “instructing” is now a less important skill than “facilitating.” with greater use of video recording (both for students and by students), audio listening activities, physical movement in-class and outdoors, and tactile work on projects.
Harwood (2010) advocates local authoring of materials by teachers in order to align lessons closely with student aims and institutional objectives. Blended learning materials need to be task-based and multimodal, which can be time-consuming to reach high-quality standards. Open-source learning management systems, such as Moodle, allow local customization for teachers and institutions to build plugins for activities and assessments that fit curricular aims.