Requirements for your Journal:
From the reading, identify two (2) important concepts and how you see those concepts reflected in the student learning in your classroom. In your journals, discuss how you can apply the concepts to make you a better teacher for English Language Learners (ELLs).
Happy Posting! I look forward to some rich discussion.Click where it says, "comments" and then paste your post. Check back on the blog throughout the week in order to respond to a collegue.
Myra Biundo
ReplyDeleteChapter 26 Using Technology with English Learners
From the reading, identify two (2) important concepts and how you see those concepts reflected in the student learning in your classroom. In your journals, discuss how you can apply the concepts to make you a better teacher for English Language Learners (ELLs).
I think this is a fun chapter. Students incorporating technology while learning a second language. There are two important concepts from this chapter that I believe are helpful for students in my classroom. According to Smaldino, Russell, Heinrich, and Molenda, 2002 uses the basic categories of media. The students can listen to an audio book written in English. They wear headphones. The word is pronounced and the student can practice saying the word. They can also watch a DVD that teaches Language Arts. The student will be able to view the word written and see its structural analysis in a sentence. They will see how the word is spelled and how it is used in a sentence. This engages the student. The software helps to reinforce the concept or skill. The teacher is able to focus on the skill in a particular section of the book.
Students are also learning to use a computer. They have the opportunity to research given topics. They can find resources on the concept that they are learning. They learn to use different forms of communication. They learn about social networks: Facebook, Twitter, Instagram, Youtube, MySpace and Twitter. The computer has helpful tools. They can send and receive emails. They can use Microsoft word to write documents. They can write blogs. These strategies can be incorporated to improve English learners’ language proficiency.
I have been incorporating the use of technology in my ELL class. First, I made all of my students aware of the safety protocols when using emails, blogs and Youtube videos. Students are allowed to research given topics in class. I make sure students properly log on and off of the computer. We discuss how the make type in a topic or a question that they would like to learn. I monitor my students and reinforce using educational websites. Computers are limited. Therefore, we must share. I allow a group on the computer for 20 minutes and then we rotate. Students learn the same concept at their own pace. They get daily practice for classroom activities for language acquisition.
ReplyDeleteJournal 1- Phani
(Using Technology with English Learners)
Review: In chapter 26 from TESOL (Teaching English to Speakers of Other Languages), the authors talked about how technology can be used in a classroom to enhance ELL students’ learning. In this chapter, various technology strategies were discussed for improving ELL students’ reading, writing, listening, and speaking. From these strategies, I have chosen a couple of concepts to implement in my ELL classroom.
1. Students read a selection of text and then observe a video or DVD that clarifies what they have read. These videos and DVDs satisfy the need to provide language scaffolding for the English Language Learners.
2. Online student portfolios are collections of work that students have created and published online. Students can choose what they want to include in their portfolios such as their math, science, and social studies work, poems, stories.
Reflect:
1. Concept one where the students read a small chunk of text and watch a video about it is a great way to understand the content in detail. I think this strategy is very helpful in any classroom. The students read a small selection of text and then watch a video not only gives them the idea of what they are talking about in the text but also permits the teacher to focus on one aspect of a book at a time.
2. Publishing students’ online portfolios is a great way to provide parents, teachers, and peers to view the progress and growth of the student’s work over time. Online portfolios help ELL students participate in the use of software to offer creative outlets for academic efforts. This strategy also builds the confidence of the ELL students.
Refine:
Concept 1: I will surely implement this concept of watching content videos in my science and math classroom for my ELL students. In my science class, we will read small selections of text and then watch a video of the text that they have read. Also, in my math class, I will teach my ELL students a math concept and then I will show them the videos on that particular concept. For example, when I teach the geometry concept ‘volume of a 3D figure’, I will teach them the concept first and then I will show them the Brain pop video on that concept. This strategy will help them to understand the concept very well; it will attach audio and video information to support students’ comprehension and retention of material. When I teach a science concept like ‘the layers of the atmosphere’, we will read the text about the characteristics of the atmospheric layers and then watch a video so that the students can actually see what happens in the atmosphere and how each layer looks. Visual aids such as educational videos help the students get a clear picture.
Concept 2: I will implement the concept of online portfolios in my math and science class for my ELL and regular students. I will have them make and publish their portfolios for every 6 weeks. In their portfolios, they will include their math and science work such as math exemplars, writing journals, and science projects and writing prompts. I will also encourage my ELL students to include work from other content areas. This strategy not only builds their confidence but also gives them the opportunity to share their thoughts and expertise with their peers. When students review their work and select the best material, they get not only the chance to review what they have learned but also to reflect on their learning. These online portfolios give the parents an opportunity to look at their children’s work and their growth in every content area.
I like your use of videos and online portfolios in enhancing the learning atmosphere for your ELL and regular students. I agree with you in saying that these strategies builds student confidence and allow creativity to enforce student learning. As I work closer with ELLs, I can see how these two strategies can help to build successful outcome in the classroom.
DeleteImplementing video to teach science is fun and practical for EL students in matching and remembering the terminologies and facts. Furthermore, using technology to explain various 3D figures is an excellent strategy to allow students to viewing different sizes, shapes, and volumes. Love your ideas!
DeleteTECHNOLOGY
ReplyDeleteWhat did you learn?
I learn that middle school students learn best when they interact with their friends to share their opinions, ideas, and findings. Their opinions being debated among friends will allow them to adjust their thinking and compromise within the group in order to present a unified message. Today, students learn through social media such as Facebook, Twitter, and cellphones to keeping up with their current events. They are constantly updated their information using the technology. In order to motivate students learning new materials, teachers should apply technology to engage students in materials presented. One of methods is interaction or grouping in which they can brainstorm a topic, have their ideas or opinions being heard, or challenge a friend’s idea before it can be accepted. The other method is technology which is widespread at home, in school, and in the community. Through interaction and technology, students can debate that their ideas might not be suitable for some reasons, and they can reshape and share their thinking using prevalent techniques—cell phone and the Internet.
What did it mean to you?
Since the students are bombarded by new technology, I think I should implement some of them in my lesson plans, particularly for ELL students. Because not all ELL students are equipped with technology, I should take time to introduce the basic modern equipment—the Internet. Now a day, one can find any information by searching the Internet because it is the most effective researching tool to find out on most topics or on any event happened in a couple minutes ago. It is also widely shared in the world. To communicate, express, or convey messages, ideas, or opinions, ELL students should acquire certain number of vocabulary words in order to achieve goals and comprehend academic contents. As a result, implementing technology is a must to lure students in interactive exchanges in teaching new concepts.
How will you use information in your classroom?
Depending on the subject, I will provide different tools to present my lesson plans. To introduce new vocabulary words, I might disseminate handouts with words and their definitions; I can use the Internet to show images and create a word search puzzle, so the students can look for them while remembering the spelling. Likewise, I can use the PowerPoint to highlight or explain essential points of the class. However, if I present a passage or a story in literature, I might incorporate a video showing the characters, plots, and details. After reading the text, the students can do a comparison on the differences between the video and the text. On the other hand, if I teach science, I might use Brain Pop to demonstrate the features of the science and access U-tube video to display it in more details. Now a day, a plethora of modern technologies available for middle school students to use such as DVD, iPhone, iPod, iPad, and MP3 which students listen to their music and features capturing news or live images. The availability of the technology relies on the users—beginner, intermediate or expert. For intermediate and advanced users, the students might use search engines through media portals to do their researches; they can create their own web pages to present their findings. On the other hand, ELL students who never use computer or never see a device might start out on basic training on using the Internet.
Nevertheless, in my classroom, I have access to PowerPoint, Ladibug, U tube, Brain Pop, DVD, tapes, and closed circuit channels. In addition, I can implement other strategies to deliver my lesson plans via graphic organizers such as KWL, Venn diagrams, cause and effect charts, or CROP-QV. For ELL students, they do need exposure and many opportunities to practice their pronunciation on new vocabulary words in order to be successful in academic classes. To assist them, I should provide them opportunities and time to practice.
PS I am not that savvy in using the technology.
Eric Sas
ReplyDeleteFeb. 26, 2013
Review
The use of technology in the classroom has revolutionized the way that information is relayed to learners, and this reflects a society where seemingly everything is just one click away. The authors of Fundamentals of TESOL review several different methods and strategies incorporating technology that can be implemented in the ESOL classroom to increase student engagement and learning. Two main concepts that stood out for me in their assessment of the use of technology in the classroom were the role of the teacher (1) and the concept of anticipating and preparing for problems (2). The role of the teacher is important because a lot goes in to successfully implementing technology in the classroom. Knowing what resources your students are familiar with, what resources are available at your school, how to use those resources, and how to incorporate those resources into the classroom effectively are all very important parts of implementing technology. Preparing for problems is also an important part of using technology. For example, what happens if the projector breaks in the middle of the lesson…what do you do? This is where the true skill in implementing technology comes into play. Teachers need to be very proactive when implementing technology, especially new technology, because something will inevitably break down at the wrong time. Having a back-up plan, or an alternative go-to activity for these exact instances ensures that instruction is not interrupted and it takes a lot of the stress away for teachers that may be reluctant or worried about utilizing new technology in the classroom.
Reflect
This chapter really stood out for me—I was originally hoping it was one I could do a presentation on since I love using all kinds of different technology in my classroom. The best thing about trying to use it a lot is that the students pick it up very quickly, even students relatively new to the US. Recently in my math class the students learned how to make box plots on the graphing calculators. This is a process that takes many steps, including inputting data and adjusting several key setting on the calculator in order to get the end result (when I went to a math conference where they taught us how to do this, many of the teachers gave up half way through). Many of the students complained at first, but by just the second day, many of them, including my ELL students had already begun to complete problems independently. Some of them were already moving too fast for my lesson and they were already exploring parts of the calculator I hadn’t taught them about yet, asking questions about how to make models and lines on the graph in the calculator. This example illustrates something we as teachers have to remember—that students grew up on video games, iPods, and computers in a way that it is difficult for some teachers to relate to. Instead of fighting this, we can try and embrace and take advantage of this in any way that we can.
"Teachers need to be very proactive when implementing technology..." As a computer science/technology teacher, in my previous role :s), I found that most teachers are reluctant to use technology in the clasroom, mostly because of a lack of time, a lack of resources, or a lack of confidence in their ability to use the available technology. They stick to the basic technology (PPT or MS Word). At the beginning of the school year, teachers are provided with some new technology and are required to use the technology in their teaching strategies. No or very limited resources and support. No wonder by the middle to end of the school year the "new" technology is collecting dust in a corner.
DeleteAs technology advances, it can be difficult to keep up and adapt to the advancements in both our personal and professional lives. Teachers have an especially important role to play in technological advancements, as incorporating technology in the classroom can be both a learning tool for students and a teaching tool for the instructor. In order to implement technology, teachers needs to be equipped with the appropriate skills and instructional techniques. Developing technological competence is important to a teacher as it will allow flexability in what technology is best fitted for different learning styles.
I completely agree with Mr. Sas. Working with graphing calculators is a challenge for students, especially for ELL students. However, if we, as the educators train them on how to load the input and process the data in the graphing calculators, then it would be an easy task for them. I think, ELL students need more time to understand graphing calculators. This kind of technology enhances students’ motivation to learn math.
DeleteI am in the process of teaching that very concept in my repeater math class (box plots). DHS 9th grade teachers do not allow the use of graphing calculators because of standardized testing. We have spent several days learning to draw a number line using the correct scale given the parameters of the problem. The students are now getting comfortable finding all necessary values to correctly draw their box plot. Although it has taken some time, many students are mastering this concept. It is my hope that our new PARCC assessments will allow the use of graphing calculators. As long as the students are able to fully explain a box plot and interpret the graph given, I would have no problems allowing the students to use a graphing calculator.
DeleteWe must remember that most children have been exposed to technology for its entertainment value. Children know very little about the academic value of most of these tools we have available.
Brook Buckelew
Sas (cont'd)
ReplyDeleteFeb. 26, 2013
Refine
Integrating technology in the classroom takes a lot of planning time, which is sometimes a big detractor to teachers. You have to become enough of an expert at using the technology so that you can deliver clear instructions to students on how to use it, as well as be able to fix problems when you encounter them. The role of the teacher is important in helping to facilitate the use of technology. For example, one thing that I have found very useful for all of my students, especially my ELL students, is the use of student response systems (SRS). Since our students have to take a lot of standardized tests throughout the year, SRS systems give teachers the ability to practice multiple choice test-taking strategies in a fun way, since each SRS session is set up like a contest where students are working in teams or individually and their answers are scored automatically. The use of SRS helps ELL students specifically because the standardized tests they take are usually culturally biased and the way the questions are worded makes the test very difficult for ELL students. When you can review these types of questions frequently, and discuss things like distractors, it can go a long way to ensure success on high stakes exams. The role of the teacher is important here—coming up with the questions and planning the lesson, but also management strategies such as numbering desks and remotes so that distribution and collection of materials is quick and easy. It also helps to have the questions from the game in a packet for students to review, and to have in case the technology doesn’t want to cooperate. Using the interactive whiteboard is a tremendous way to incorporate technology as well. I am constantly trying to find ways to allow students to come up to the board and demonstrate material with the Mimio interactive. Anything that can be done on your computer with a mouse can be done on the board with the interactive Mimio pen that acts as a wireless mouse. Suddenly, you can take games that students are already somewhat familiar with (from sites like coolmath.com) and project them on screen, and have students compete and learn how to play them (not to mention they can practice these same games at home or on any computer). One of the more popular games we play involves a car race in which students must correctly answer math questions to get ahead of the other racers—and this can even be played against students in other schools that are signed up simultaneously. This game, as well as many others, allows you to quickly and easily differentiate instruction by changing the types of problems you want students to solve, it offers different skill levels, and you can match students up or have them play against each other based on skill level.
Overall, for a teacher technology is just something to add to the overall repertoire. In many instances technology allows students to work independently, whether it’s computer based, or just an audio recording that helps students with reading comprehension. This means that you can differentiate easier and allow students to work at different levels. It makes it easier for the instructor to help struggling students when other students are engaged in an independent or group activity, and it’s usually easy and effective when that activity incorporates technology.
Mr. Sas,
DeleteI love your analysis on certain technology works for students including ELL, like SRS. I have seen how the students engaged in the lesson when they use this equipment to respond and compete with their friends. However, I am not a savvy tech on this. Perhaps, you might want to do a short presentation for this group on several technological equipment that is available here in school. I will be the first one to enroll. Thanks.
Review - What did you learn?
ReplyDeleteTechnology has become the normal and expected teaching tool to aid instruction to English Language Learners (ELLs) across content areas (Zainuddin, Yahya, Morales-Jones, & Azria, 2011, p. 358). Through the use of the Internet, word processors, multimedia, MySpace, CDs, and drill and practice programs, L1 learners can engage in individualized instruction designed to meet their specific needs (p. 358). The computer also allows L1 learners to become active learners in a one-on-one environment. By sending E-mail and joining newsgroups, L2 learners can also communicate with people they never met before and interact with their own teachers or classmates. Shy or inhibited learners can be greatly benefited through the individualized technology-learning environment, and studious learners can also proceed at their own pace to achieve higher levels.
Reflect – What did it mean to you?
One of the major benefits of using technology in the classroom is the ability to differentiate instruction to meet the needs of every student in every lesson. As ELLs grow and develop in L2 at different rates, they learn in different ways and at different speeds (Freeman and Freeman, 2004). Technology makes it possible to pace lessons appropriately for each student’s learning level and can be used to promote learning in the multiple intelligences. Currently, computer technology can provide a lot of fun games and communicative activities (p. 359), is engaging (p. 358), and provide repeated lessons as often as necessary. Those abilities will promote L2 learners’ learning motivation. Through various interactive activities, computer technology can help L2 learners strengthen their linguistic skills, affect their learning attitude, and build their self-confidence.
Refine – How will you use the information in your classroom?
As an educator, I can use technology to instruct ELLs learners in almost any lesson plan that would make learning fun and engaging. Technology is an effective and engaging tool that can be used to improve vocabulary acquisition for ELLs learners. For example, since L1 vocabulary knowledge relies heavily on the interaction between words, showing l1 learners the frequency and type of words that appear in text can help them think through word relationships. Free websites like www.wordle.net provide this type of word-mapping ability. Potential question to L1 learners could include, “What seem to be the most important words?” and “How do these words go together?” ELLs can choose from a variety of dictionary tools on the computer to find a definition of unknown words. They can then work in groups of threes to write a definition in their own words. Finally, using a template as a guide, L1 learners can create computer vocabulary cards with their new words. They can make their vocabulary cards creative by adding ClipArt, word art, colors, and fonts.
Most of my L1 learners say that they like writing or typing on the computer better than they like writing. Writing paragraphs in a language that is still somewhat unfamiliar to L1 learners can be difficult. The good news is that technology can help ELLs learners develop their writing skills. For example, L1 learners can interact with classmates by working on technol¬ogy writing activities, such as writ¬ing and revising a story with a partner, or creating electronic book report or journals using multimedia software such as PowerPoint®, together. After reading a story individually or in a group, L1 learners use software tools to summarize what they have read. Programs, like MS Word®, indi¬cate typing errors and allow the learner to cor¬rect work before proceeding. L1 learners can then present their summary to the class, according to the rubric, for a grade. In all of these instances, L1 learners benefit from one another’s knowledge, practice their verbal skills conversing with one another, and to help L1 learners as they consider their approach to a writing piece.
Yes, I think students are more acceptable to using technology in the classroom. It is also very useful to the teachers because I sometimes have a hard time reading students handwriting. This way if assignments are typed then it is clear. I also like that fact that students can access dictionaries online and auto correct, editing tools that can assist students as they learn their L2.
DeleteOne of the most important concepts in the chapter was the idea of connecting vocabulary to a visual image. When students who are learning English need to be responsible for new academic, content related vocabulary, extra steps should be taken to allow EL students to focus in on these words and connect them to their prior knowledge. One way to do this is to make sure that these words are introduced for the first time in connection with a picture. Technology can help in this effort; using an internet image search or Microsoft Power Point clip art bank is an effective way to find appropriate images to accompany vocabulary words. This particular use of technology does not only lead to good instruction for EL students, but for every student in the classroom. All students learn vocabulary best when they can think about a new word in the context of their own experience, and pictures help bring those relevant memories to the forefront of students’ minds.
ReplyDeleteWith this instructional knowledge in mind, the 7th grade Language Arts department prepares Microsoft Power Point slide shows to introduce weekly vocabulary in the context of both a sentence and an image. This allows all students, and especially EL students, to develop the skill of determining the meaning of a new word by examining context clues. We also frequently conduct a Google image search (with the projector frozen so that students cannot see the immediate results) to bring up pictures that illustrate unfamiliar words that represent key elements of a text we are reading in class. So, we can connect new vocabulary with images both in our lesson planning and as a more “on the spot” response to student questions or confusion.
Another important concept discussed in the chapter was the idea of accompanying reading texts with audio or video versions. This idea can be adapted for classroom use in several ways. A teacher could individually pace instruction by allowing some students to read in a station where they are also listening to the reading in headphones. The students can pause, rewind, and replay an audio text as much as they may need. Instructions for various activities can also be recorded so that students can repeatedly hear commonly used procedure related vocabulary.
Students can also view a video version of a text. When students view a video version of the text, they preview the plot and are able to better understand the action of a written story. They can also see the facial expressions of the characters, helping them to visualize as they read. When students view a video after reading, the video can help clarify misunderstandings or reinforce inferences drawn during reading. We recently used this strategy to help students understand a short story, Yeh-Shen. We alternated a reading of the story with short video clips of the story as a cartoon. This allowed students to follow the action of the story and motivations of the characters enough to be able to answer questions about the overall theme after reading.
One of the technologies mentioned in the chapter with which I was not familiar was the recording of voice comments on word documents. I would love to challenge myself to incorporate this technology as a method of giving feedback on student writing. If students turn in a written assignment as a word document, I could actually speak my comments instead of writing them. This would help EL students in several ways. One, they could hear the feedback (in English and Spanish) instead of having to read it. Two, they could connect the verbal language with the written language. So many times, when I ask a student to read what they wrote out loud, they notice mistakes. Recording a reading of a student’s paper and recording correcting comments could help EL students make better decisions about what and how to write to express their ideas.
Journal 1- Ch. 26: Using Technology with English Learners
ReplyDeleteTechnology is the application of tolls and methods. It is the study, development and the application of devices. Because technology is the way of the world today, the incorporation of technology is very important.
What did I learn?
In chapter twenty six, I learned that technology can be incorporated into education in many ways. Since we teach students who speak very little English it is important to include concepts such as audio in both English and Spanish. We must also include visual aids to help in any way to ensure that students understand the language. Before including technology, teachers must know student issues or characteristics; know the classroom setting and environment and know the physical resources that are available.
Once you know the environment, teachers should incorporate the technology piece into their lesson plans to deliver the content, determine objectives, be familiar of the implementation plan, and be familiar with the procedure for technology use in your school as well as the process of implementation. As teachers, we must also know the level of the students to incorporate the appropriate strategy to endure effectiveness. The levels include beginners, intermediate and advanced. These levels are included in primary grades, intermediate grades and high school.
There are classroom activities that can be used for implementing technology, such as blogs, presentation software, email pen pals, web quest and online portfolio. I learned that when using technology, you can expect to have some problems. Some problems include power failure, websites that are not working, etc. In this case, make sure to have a backup plan.
What did it mean to me?
This chapter meant that there are more technologies pieces that I can use in my class for my ELL students. The meaning of this chapter also helped me to see just how much the world is becoming more technology literate. It is very important that we incorporate technology of some sort to help enhance the development of instructional lessons. Incorporating technology can make a lesson more engaging.
How will I use it in my classroom?
I teach iPass math which is a computerized program which already requires students to listen (audio) and look (visual) at instructions for each lesson. We do use the internet to log on to the ilearn website. Since we have now incorporated the teacher instructional piece, I am able to use the mimeo pad to help instruct the lessons and allow students to answer the questions using the pad. In order for students to be successful in iPass, they must have good listening skills as well good visual to see each step it takes to solve problems. I will also assign simple projects that require students to use technology that is appropriate to the assignment. I have inquired about the having iPass in Spanish as well. So hopefully we will have the Spanish version of iPass in the near future. I would like to see that the Spanish portion will only be assigned to our ELLs and take affect when the system has recognized students weaknesses obtained from their attempts from the English version.
One important point made in this chapter is these teacher’s assumptions about students’ prior knowledge of technology. Too often teachers presume students have a prior knowledge of technology used in class, when in actuality some students have a very limited knowledge of these methods. The authors point out teachers must assess all students’ previous exposure. In addition I believe we must assess the access students have to readily available technology. If assignments are given which students must use technology outside the classroom, it must be determined whether the students are able to complete the assignment with the needed technology. We assume in this day and time all students have access to computers and cell phone, but this just isn’t the case.
ReplyDeleteThe authors also mentioned the students’ need for a functional vocabulary when using technology. It is important that students know what is being expected when they begin using technology. In Geometry we used the program Geometer’s Sketchpad. This is a wonderful tool when teaching geometrical concepts, but students need to practice with the program before completing tasks on their own. I wouldn’t be able to send the students to the computer lab to use the program without having given them extensive instructions for the program prior to the assignment.
I used a Smartboard in my classroom everyday. In fact, I couldn't live without my Smartboard. All of my notes are in files presented on the Smartboard, and days without my computer are awful.
Math teachers struggle with the use of technology every day. How much do we allow and how often do we refrain from using technology? When technology becomes a crutch or a substitute for learning, have we taken the use of technology too far? With the use of technology some of the simple paper computations have become obsolete, but this may not be such a good thing. It’s understandable for a student to need a calculator to simplify the computation of linear regression or median-median lines, but when a student uses it to compute simple multiplication the technology becomes a prop rather than a tool. Students lose all sense of critical thinking when they become dependent on a calculator. Not long ago a student came to me during a test and said something was wrong with their calculator. The student explained that the calculator was giving the answer to (-7)^2 as -49. I knew the problem, but told the student to get another calculator and try again. The student went back to their seat, but quickly returned saying the second calculator was giving the same answer. I responded that all the calculators would give that same answer. The student then said I must have taught the problem wrong, because the student knew (-7)^2 was 49. This small discussion used 10 minutes of the student’s testing time; moreover, the student never really needed a calculator. (The student wasn’t using parenthesis in the calculator. The calculator was doing exactly what the student was entering, -7^2 which is -49.)
Brook Buckelew
I completely agree that often, educators assume that since students spend hours on Facebook, they know how to use the computer to create products and express their ideas. Much to my surprise, I found out that many students are not technologically literate. We must provide functional vocabulary and help students become comfortable with basic functions before we can expect them to create powerpoints and websites.
DeleteI agree with a lot of the things you posted. I think that the use of calculators is best for teaching processes as opposed to computations. However, I think it's valuable for students to see how calculators can be useful tools, and also how they have limitations as well. I love giving my students calculators sometimes when we're solving equations. I love it when they try to actually type in an equation, as if the calculator will solve it. I remind the students that you're brain is what solves the problem, and that the calculator is simply a tool to help with the arithmetic they have already "mastered". I agree that when assessing students on arithmetic, calculators are a prop, but when teaching complex, multi-step problems, using technology, especially with middle school students and EL students, can be very valuable. I also agree with Winolee's reply, however, I do feel that while students don't typically use technology for anything other than entertainment, they are very quick to pick up the skills and knowledge needed to use technology. Sometimes I feel like the combination of fearlessness and curiosity that many students possess when working with gadgets is what allows students to quickly pick up most technology we use in the classroom.
DeleteWhat did you learn?
ReplyDeleteWhen students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role in the classroom. Our students are growing up in world where Social Networking is part of their everyday lives. Students are constantly typing keystrokes to relay messages instead of implementing paper and pencil. According to the book, using web based applications provide students the opportunity become very active creators of information as opposed to merely consumers of prepackaged information. (page358) In this chapter I learned about how technology such as You-tube clips, an I-Pad, and Photo graphics provide scaffolding for students with limited English profiency. Advances in technology such as Word card readers, Leap Frog and Text Alouds provide audiological help for students. These devices also give the students a choice of voices. The 8th grade Physical Science textbook provides an online version of the book. It provides an audio tape as well as games and electronic copies of instructional resources. This can be helpful for students who need important informational text read to them. You tube clips or United Streaming clips provide students with a visual representation that helps with an important concept. Some science websites provide visual manipulatives that help students see instructional models such as virtual dissections.
What did it mean to you?
ReplyDeleteAs a future teacher of ELL’s I need to implement and provide technology practices for my students. Middle schoolers are kinesthetically active and respond to socially cooperative activities. (Slavin 1990) Including technology into lessons allows the teacher to manipulate student configurations for study purposes. Students can access the internet for literacy articles that can add more content dimension to the skill. On the students computers at Lilburn there is a wonderful program called inspiration. It has a library of pictures and shapes that students can use to represent concepts. Using programs like inspiration allows students to create their own Graphic Organizers to turn in for classwork. Students can use Ebooks which can be translated in various languages and allows the students to explore stories that are being studied in class. It is important that teachers explore new websites and technological advances before using it with students. Also check with the administration of the school to find out if various programs are available.
Whoa! I didn't know that Ebooks can translate books into different languages! What a grat resource! Teachers could provide ESOL students with a handout of the text they are reading in Spanish. That way, when they get confused, they can look at the Spanish version and understand what they are reading.
DeleteHow will I you use the information in your classroom?
ReplyDeleteOne afternoon my daughter was completing her homework assignment for her Language Arts class and she asked me how to spell a very long word that I was not sure how to spell myself. I started stating letters and I kept pausing because I was cooking at the time. She then got her I-phone and pressed an app and stated the word into the phone. Her phone gave her the actual spelling of the word. I was so blown away by this and asked myself “ Where was this technology 20 years ago”?. This app also gives you the definition and synonyms and antonyms of the word. If my students had this program application it would be powerful for them as they are perfecting their writing skills. The book talked about student’s blogging. This is where students can go on-line and make text entries. Some teachers at my school have twitter accounts and even facebook pages that their students can follow and make entries on. I am a little uncomfortable with communicating to students on social websites. However this particular teacher says that it works very well for her Social Studies class. On a daily basis I implement instructional video clips from the internet that help provide students with a visual representation of topics. I also give my students projects on the computer like inspiration, create a power point presentations, and micro-soft publishing brochures. The students enjoy completing projects that they can present and be creative with. Two of the websites that are listed on the presentation software page are ones that I recently just learned about. One is puzzlemaker and it is an excellent tool for students to practice with content vocabulary. They can also print out their puzzles. Another one, Prezi.com is a presentation website that I learned about in a staff development workshop. I liked the way the program worked, however your students have to set up an account and put in a personal email which is not allowed at our school. I am hoping to get over my insecurities about social networking with my students because I realize that this is the window to education in the future.
This chapter looks at technology use in the classroom, particularly ELL classrooms. The chapter encourages the use of technology for simplifying and reviewing concepts. While the chapter covers some interesting points, I think it is also important to stress the effective use of technology. Of course, the operative word is "effective". Like any other resource or tool, technology must be wedded to strategic lesson plans and instruction for it to have the intended effect. Furthermore, the teacher that sets out to use technology must also be constantly on guard for certain pit falls. On a practical level, and even though students view time spent using technology as a treat, some students--like with anything else--may abuse the time and or see the time as merely a time to play games or peak at the internet. Again, I am speaking from a practical standpoint and from the standpoint of having some experience with using technology in the classroom. While there is no doubt that technology has, and will continue to transform the classroom and student learning, it is also imperative that teachers pay attention to the critical skills that can be lost or go unattended in the technology classroom. A couple of examples are remaining vigilant in regards to the proper use of grammar and speech and basic spelling. In this age of texting and other creative use of social media, some of the rules and disciplines tend to go out the window.
ReplyDeleteIn closing, if this sounds like a wrinkle being thrown into the debate, please note that as a teacher, I have a tremendous respect for technology use in the classroom. In my desk at school I keep an excerpt from a guess speaker who once spoke at our school. His words have always stayed with me as words from a wise soul. He told the group of teachers assembled there that day: "If you are going to have any success as a teacher, you must learn to do three things. First, must become aware of technology. Secondly, you must fall in love with learning technology. And thirdly, you must fall in love with using technology."
I agree with what you have posted. I think technology is really important because students will be utilizing technology in their future workplaces, and those that are more proficient will be very valuable as companies incorporate more and more technology to improve their profits. Not all students will embrace using technology, just like not all students will embrace science, or math, or any subject their simply not interested in. What's important is providing the students with the opportunity to learn and use technology in the classroom so that it becomes something more than just entertainment.
DeleteChapter 26: Using technology with English Learners
ReplyDeleteWhat did I learn?
Using technology in classroom these days is an essential part of our class. As teachers we know that students like and enjoy using technology everywhere. Using technology in our classroom could help any student but in this specific case can be the best way to help English Language Learners. Kids love to use electronic devices to create things and to communicate between them. Using technology in Second Language Instruction, in my opinion, is the effective way to help these students and provide language scaffolding for ESOL students. Which kind of technology is the most appropriated for ESOL students? According to Zainuddin, H., Yahya, N., Morales-Jones, C., Whelan Ariza, E. (2011) DVD’s, audio, film and photography are standard tools but teachers can be more specialized using for example word card readers such as Leap Frog, TextAloud, Web pages, etc. Like our students here at Lilburn Middle, middle school students (including ESOL students) are constantly in motion; for that reason the authors are clear specific with which kind of technology is the best for intermediate grades. For example the authors mention on the chapter (page 526) recorder stories to help ELL in literacy comprehension, this simple kind of technology allow the student to hear the text while read the book. Also, using this student can hear the voice of a native speaker’s voice helping him/her to learn how to pronounce words correctly.
What did it mean to me?
Reading this chapter I realized that I am doing the correct thing with my ELL students while I help English speakers to better understand the material that have been explained in class. It is a huge difference in my student’s engagement levels when I used different kind of technology versus just read a text, highlight important concepts or answer questions about a specific text. I do not have to be afraid no more to use all type of technology in my classroom if I use it correctly with my ELL students, meaning knowing what kind of modification I have to use within all different levels in my classroom.
How will I use the information in my classroom?
As I mentioned already I feel know more comfortable to use all the technology that I have in my classroom and never believe that basic technology such as recorder books or cartoons are not going to a good resource for my sixth graders. Even when they are not English language learners any kinds of students love and enjoy technology. The first thing that I have to do is to know have accessible technology is for all my students, including my ELL babies. At Lilburn Middle we have a lot of technology that we can use to help ELL student and English speaker students to achieve their standards. More than all the technology that we have in our classrooms, it is a lot of more in our media center that I will be to start my research to include it into my class. After making a five minutes recording of my ELL student reading, I understood that he likes the fact that he can hear his voice reading in English and realizes that he was doing much better that at the beginning when he first came into school. I will continue using movie audios like Brain Pop, Study Jams, etc. in my classes because this kind of technology provide the close captions that my ELL students’ needs to take notes. Including more technology in my classroom will help me to have every student in my classroom engaged even though it is or is not and ELL student.
I quite agree with the fact that our student's love technology. This love for technology could advantegeously be geared towards it being used more as a learning tool. By this I include for writing, listening and studying the concepts they need to learn,
DeleteThe amount of confidence and self-esteem that can be built by technology is so beneficial to students today. The ability for instant feedback and self-paced instruction keeps them engaged for longer periods of time. The students are learning and having fun at the same time. Anything that we can do to make school an experience that is positive helps the ELL learner continue the process for acquiring their second language.
DeleteThis chapter suggests the inclusion of audio files in word documents or podcasts. After a lesson, students can then watch the presentation or read the notes again at home with explicit, repeated directions through inserted audio files. This chapter also highlights the need for English language learners to hear correct examples of pronunciation, stress, pitch and rhythm of the English language. One way in which teachers can facilitate this is through reading aloud. Although we do not read many stories in math, I can still apply this idea to my instruction. I can record my voice reading story problems or students can read aloud more often in class.
ReplyDeleteWhile I try to not have a southern accent, I do notice that my speech is not always carefully annunciated. For example, often I catch myself saying “haveta” or “neva.” During instruction, these errors can confuse students learning English and impede student understanding. Therefore, when this chapter mentioned using audio recordings to enhance instruction, I was very intrigued. By recording my instruction, I can pay more attention to the way I annunciate words and present the instruction slower and more emphasis on key terms and ideas.
Similarly, when I read that reading texts aloud help provide correct examples of pronunciation to English language learners, I immediately thought of the word problems we read in math. Often, I read them aloud as students follow along. I do this for two reasons. Firstly, often when I ask students to read aloud, they read to quickly or too softly and lose the attention of the rest of the class. Secondly, when I read the problem aloud, I emphasis important pieces of information or stop to advise students to circle or underline key terms. Despite my tendency to take control, I plan to allow students to read aloud more often to provide the English language learners the opportunity to hear correct examples from multiple voices. Also, instead of using student errors (speaking to softly or reading too quickly) as a reason to not let them read aloud, I am going to raise my expectations and help students correct errors when they read aloud. If they read to fast, I will help them read at the appropriate pace. Also, when the student reading aloud mispronounces a word, I will use it as an opportunity to help all students learn how to pronounce the word correctly.
Even though I try to speak proper English, I do catch myself blending words, which can confuse ESOL students. Therefore, I plan to combat this issue through the use of more audio recordings. I plan to use the Mimio technology to add my voice to the presentations I use in class. For example, I will present my lesson using the Mimio as usual, but after school, I will reteach the lesson while recording my voice. Therefore, students will be able to see the correct steps to solving the problems and hear my instruction. I will then post these audio-enhanced videos online for students to view at home.
I will also incorporate more read alouds into my lessons. When solving word problems, I plan to choose a student to read the problem aloud first. If the student makes any errors, I will use it as a learning opportunity for the entire class. For example, if the student reading aloud mispronounces “interval” when reading, instead of repeating the word with correct pronunciation and allowing the student to continue reading, I will correctly pronounce the word and then ask the entire class to pronounce the word correctly with me. This will allow all students to hear the word pronounced correctly. In addition to this, I plan to place students into groups more often. I will assign a reader that can read the problem aloud in his or her group.
I am a strong proponent of the text aloud technology that will make it possible for our ELL students to be able to do silent reading while the script or passage is electronically read aloud for them. It helps them to learn reading with the first language intonation.
DeleteAs we process through the 21st Century, technology is part of everything that we do. Increasingly, instruction using technology has gone from television sets to cell phones, iPods, X-boxes and IPads to the Internet with a keystroke. Teachers have to be innovative and flexible in using technology in their classrooms as well as stay one step ahead of their students. Middle schoolers are kinesthetically active and respond to socially cooperative activities. An interactive approach to teaching in the Intermediate grades includes the use of a tactile map, models or collaborative projects that require participation by all students. Students can be taught to brainstorm, work collaboratively to choose topics that they have researched on the Internet. When teachers allow students to use technology they help to build student configuration for study purposes by targeting students into groups or clusters within a whole class. Depending on the objectives of the teacher, students learn the same content at their own pace by using the Internet, viewing DVDs or CDs, or using a tape player or disk player for audio programming.
ReplyDeleteMany strategies can be used be used to enhance the English learners’ language proficiency. Technology can be very helpful in simplifying content delivery. DVDs, audio, film, and photography are standard tools. Teachers have used visual demonstrations since recorded history of teaching. Today’s visuals may include posters, decorative areas of the classroom or common areas of the school. Teachers help students to create graphic organizers such as K/W/L charts, Frayer Models, Compare and Contrast, etc. where they may have to identify central ideas, key and important facts.
In my classroom, the use of technology varies. Students use visuals to enhance their learning of important concepts. They work cooperatively usually in groups of four, in creating graphic organizers. Students construct these graphic organizers using hamburger, hot dog, and Frayer model forms. They also use journal writing to show their understanding of the content material covered in class. Since Hillock (2002) recommended that teachers enhance the writing process by offering the students a path to learning through active practice, my students are also becoming more involved in skit writing and videotaping in my classroom. Students enjoy the freedom to express themselves even when the information that they have to express is a given task by their teacher. I will continue to use these strategies in my classroom because I can see a difference in the retention of the concepts by the ELL and English speaking students. They are becoming stronger in their knowledge and learning of the social studies content.
I liked the skit writing and videotaping element of your class. We used recording a rap for the 8th grade writing test and several students that don't usually perfrom well did an amazing job on the songs. It just goes to show that there are multiple intelligences students bring to class with them. It's our job to try and identify that skill and play to that strength
DeleteTechnology has become a very effective tool for instruction in this our modern world. To the extent that some of the electronic materials which were once viewed as negative passive endeavor are now used in classroom in very constructive ways. Many students have cell phones, iPods and have access to internet either in their houses or at public libraries. The implications are overwhelming because students can judiciously interact by a press of a key through all the different media that are available now – the face book, texting, blogging, emailing, MySpace, YouTube videos and eBook just to site a few. As teachers we have so much that we could use to make life a lot easier both for our second language learner and for us as facilitators of learning.
ReplyDeleteThe advantageous effect of the explosion of mass media is that information can easily be found and instruction could be made a lot easier by using them. Educators can easily integrate different content areas by using the internet and searching for simple articles that students at every levels can read with understanding. Take the eBook for example, as it relates to the science as a content area, abstract concepts can easily be simulated and animated so that second language learners can easily see and understand what is being taught. The eBook also contains activities that students can do after listening to a reading. Alternatively, there is DVDs to go with certain concepts taught in class. So between the reading, discussion and viewing the DVD on that particular concept, each student will always leave the class with a better understanding of what they a supposed to learn. There is also the doing part with technology. As students are now quite adept with the use of some of these electronics, the opportunities for them to create things by themselves are limitless.
The use of eBook I consider a very effective tool for students in all levels. One of the reasons is that it can be used as Text Aloud where the student can read the assigned passage silently while the passage is read aloud electronically. The implication is the students learn the first language user pronunciation of the word and learn the reading at the same time. I will also assign the eActivities that go with that passage and the students can complete them on line and is corrected at the same time. The activities include all kinds of concept maps, puzzles, animation and simulation of some natural processes and unscrambling of words that they can use to learn the content power words. The next stage of my using the eBook is by giving homework assignments that the students will do and the teacher will grade and publish the results to individual students.
Gwinnett County Public Schools have a lot of paid and free web sites that are available for their teachers to use. Some of the sites include but not limited to Brianpop.com, Studyjam.com, and Middleschoolscience.com. I will show the students the topic that I want them to learn about after a brief discussion with some guided questions then they will write down important things they heard from what was shown to them. Some of the guided questions will include writing down the power words and defining or explaining them. Others will include writing processes in Chronological sequence as they happen. Actually the guided questions will depend on the concept that I plan teach at that time. The students will watch and listen to the script more than once before a group discussion. After the group discussion, there will be a class discussion with a replay of the script and then they will answer some questions individually from what they have watched.
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