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Technology in ESOL Classrooms & Preparing Teachers for Successful Integration
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Technology in ESOL Classrooms & Preparing Teachers for Successful Integration


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The panel explores successful integration of technology in ELL elementary classrooms, considering the why (research findings) and how (practical examples and demonstration of technology). It also …

The panel explores successful integration of technology in ELL elementary classrooms, considering the why (research findings) and how (practical examples and demonstration of technology). It also discusses training: 1) how teachers can be successfully prepared in teacher education programs, and 2) two online TESOL professional development opportunities in technology. Participants are given the time and opportunity to ask questions and share.

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  • UDL is example of “openly shared” educational products -- Click on link to book builder and use “Lilly and Paxton” as example
  • HugHand…other handTap wristPoint finger
  • Add that we were one of 5 school in 110+ to pilot 21st century technology starting in 2006
  • Transcript

    • 1. Technology in ESOL Classrooms & Preparing Teachers for Successful Integration
       TESOL Intersession Presentation: Computer-Assisted Language Learning (CALL)And Elementary Education Interest Sections********  
      Presenters:  Dr. Christel Broady, Dr. Karen Kuhel, Ellen Dougherty, Margaret McKenzie, Stacey Abbott, Sandra Annette Rogers, and Benjamin Fabie 
    • 2. Session Summary
      The panel explores successful integration of technology in ELL elementary classrooms, considering the why (research findings) and how (practical examples and demonstration of technology). It also discusses training: 1) how teachers can be successfully prepared in teacher education programs, and 2) two online TESOL professional development opportunities in technology.
    • 4. Technology Integration into TESOL Teacher Education Programs
      Dr. Karen Kuhel
      Kennesaw State University
      Dr. Christel Broady
      Georgetown College
    • 5. The Need For Technology in Teacher Education Programs
      Technological natives vs. technological immigrants
      Resistance based upon lack of understanding
      Teacher Educator
      Preservice Teacher
      Practicing Teacher
      Need to meet teacher education program standards*
      P-12 – NCATE
      General Education
      Common Core
      TESOL technology standards
      *example is from the United States
    • 6. The How of Technology in TESOL Teacher Education Programs
      Stand alone technology course
      Introductory technology course + intentional systematic embedding of technology throughout rest of program
      Only intentional systematic embedding of technology throughout program
    • 7. The Pedagogy of Sustainability
      Develop knowledge and skills to consider which technology best meets the needs of a specific teaching/learning situation
      Develop skills in specific technologies
      Develop Communities of Practice in order to sustain systematic appropriate use of technology(ies) for academic achievement
    • 8. Determine which technology best meet the needs of a specific teaching/learning situation
      Pedagogically, how can teacher education programs help preservice and practicing teachers become reflective consumers of technology?
      Situate technology learning and application within the content and context of the classroom;
      Stress active reflection on the effectiveness of all areas of instruction (content, language, and technology); 
      Utilize project-based collaborative learning
      Draw on resources from others who have a long history of using technology to develop differentiation of instruction 
    • 9. --   
    • 10. In Kentucky, all teachers are ESL teachers
    • 11. Where to begin?
    • 12. Collaboration of regular teachers with ESL Specialist
    • 13. Creating
      Communities of Practice
      Asynchronous Technology
      And Social Media
    • 14. Technology
    • 15. Web 2.o Tools
      Audio Recordings & Downloads
      Wiki to build knowledge (wiki=quick website)
      Blogs, for example
    • 16. Webpage
      Should represent the latest professional news and development
    • 17. Professional Leadership
      Become an active member in professional organizations
      Contribute to the profession
      Model advocacy on the levels of school, state, and beyond
    • 18. Consultation
    • How will Teachers Be Prepared?
      5 ESL Endorsement courses weaving technology with content, accreditation standards, Praxis exam content, and anything else required of a program.
      Practical examples:
    • 22. Technology in Course Work
      • Methods:
      • 23. Technology Review Project
      • 24. Lesson Plan using technology
      • 25. Assessment:
      • 26. Analysis of all assessments one ESL student undergoes
      • 27. Design of a school-wide PD via technology
      • 28. Linguistics
      • 29. Electronic voice and writing sample analysis
      • 30. Creation of e-book for all candidates
      • 31. Cultural Communication
      • 32. Thorough www research on one culture and language group, interviews, home visits, PD via technology
      • 33. Leadership
      • 34. Analyze school data of ESL students electronically
      • 35. Design of a school-wide PD via technology
    • Technology Integration – The school district Perspective
      Margaret McKenzie
      Cobb County Georgia School District
    • 36. Cobb County School DistrictWho are we?
      • Second largest school district in GA
      • 37. 114 schools
      • 38. 106,642 students
      • 39. 8,000 ELLs and 2,000 ELL-Ms
    • Some District Level Challenges
      ESOL teachers spread over wide area and in multiple schools
      Limited face-time for district staff to meet with school level staff
      Limited technology support and training
      Highly transient population
    • 40. “Administrators play a pivotal role in determining how well technology is used in our schools.”
      iste (International Society for Technology in Education)
      NETS-A (National Educational Technology Standards)
    • 41. The hallmarks of the new school leader
      Critical understanding:
      1. For administrators to create and sustain a culture that supports digital-age learning, they must become comfortable collaborating as co-learners with colleagues and students around the world.
    • 42. The hallmarks of the new school leader
      Critical understanding:
      2. In today’s digital learning culture, it’s less about staying ahead and more about moving forward as members of dynamic learning communities. Administrators convey a vision for technology infusion and ensure development of their own technology skills and those of others.
    • 43. ISTE NETS and Performance Indicators for Administrators (NETS-A)
      Visionary Leadership
      Digital-Age Learning Culture
      Excellence in Professional Practice
      Systemic Improvement
      Digital Citizenship
    • 44. So…how can technology help district level staff support their colleagues in higher ed and on the local school level?
    • 45. Quick access to information and resources
      Websites or blogs
      Cobb ESOL Blog
      Cobb FL/ESOL Tech Integration Blog
    • 46. Online collaboration
      Wikis (PBWorks)
    • 47. Information gathering
      GoogleDocs– online forms, spreadsheets
    • 48. Technology integration into the elementary classroom – School Administrative perspective
      Stacey Abbott
      Cobb County School District
    • 49. Belmont Hills ElementaryWho are we?
      45% African American
      54% Hispanic
      1% White & other
      Highest poverty school in Cobb County, GA
      98.5% Free Reduced Lunch
      50+% transience rate
      45+% ELL or ELL-M
      • Entire certified staff has ESOL certification or endorsement (1 ½ yr)
      • 50. Alternative model approved by the state-reduced class model serving students within general ed by esol/gen ed teachers
    • Using Technology with ELLs School Administration Level
      Develop Teacher Buy-In
      Dedicate Support & Materials
      Dedicate Time
      Develop Accountability
    • 51. Our Staff Back Then
      Apprehensive Adopters
      Early Adopters
    • 52. Developing Buy In
      Monitoring for Student Achievement- Built Accountability
    • 53. Dedicate Support & Materials
      Initial training to use new technology provided by companies
      (Promethean, Active Studio/Inspire)
      Local school Technology Integration Specialist continued support during collaboration time (document cameras, CPS, iRespond)
      Continued to purchase/seek curricular resources to use with technologies
      Recently added an ipod cart for use with ELLs
    • 54.
    • 55. Dedicate Time
      Collaboration- 2 hour protected collaboration
      (Learn, hyperlink into units, skype)
      Unit planner development-use of shared drive
      Peer Observations to learn from each other
    • 56. Develop Accountability
      Easy to “drop” as learning gets layered on…
      Builds Transparency
    • 57. Develop Accountability
      A reminder to practice what has been learned
      Evens out the playing field
      Creates a need for collaboration
    • 58. Technology integration into the elementary classroom – Teacher perspective
      Benjamin Fabie
      Belmont Hills Elementary
      “Although my hands do get dried out, a chalk holder is not for me. I have technophobia.”
    • 60. 21st Century Classroom
      During the 2007-2008 school year, the Cobb County School District in Georgia launched the “21st Century Classroom” project, which included placing IWBs in every working classroom within seven demonstration schools.
      “The 21st Century Classroom initiative will turn classrooms into high-tech, interactive learning environments at the seven schools.”  
    • 61. Promethean ActivBoard
    • 62. Software Programs
      Teacher/student created
      Steal with zeal!
      Collaborative sharing on school server
    • 63. Student Response Systems
    • 65. Centers-based Classroom
    • 66. Student Focused
      Student Response Systems
      Multiple Pens
    • 67. Document Camera
      Sharing student work
      Camera and Video
    • 68. Kindergarteners and Technology?
    • 69. New Adventures!
    • 70. Ellen Dougherty
      University of Nevada Las Vegas
    • 71. Conditions for Optimal Learning Environments (Egbert & Hanson-Smith, 2007)
      Interact & negotiate meaning
      Interact in target language with authentic audience
      Involved in authentic tasks
      Exposure to and encouraged to produce varied & creative language
      Sufficient time & feedback
      Guided to attend mindfully to learning process
      Atmosphere with ideal stress & anxiety level
      Autonomy is supported
    • 72. Google Earth
      • Streams over wired /wireless networks
      • 73. Users travel virtually
      • 74. Photographic detail
      • 75. 3D model based on satellite images
      • 76. Space level
      • 77. Street level
      • 78. Google Earth, Sky, Moon, Mars
      • 79. Google Tour
      • 80. Streams over wired /wireless networks
      • 81. Users travel virtually
      • 82. Photographic detail
      • 83. 3D model based on satellite images
      • 84. Space level
      • 85. Street level
      • 86. Google Earth, Sky, Moon, Mars
      • 87. Google Tour
      • 88.
    • WordProcessing
      * Basic Literacies
      * Follow directions
      • Attention to detail
      • 89. Microsoft Office
      • 90. Google Docs
      • 91. The Important Book by Margaret Wise Brown
    • 92. Fast ForWard
      • Builds reading & language skills
      • 93. Phonological awareness
      • 94. Sound sequencing
      • 95. Language structures
      • 96. Emphasizes link between spoken & written language
      • 97. Fine motor skills
      • 98. Hand-eye coordination
      • 99. Pattern recognition
      • 100. Color-shape identification
      • 101.
    • iPod Touch
      Voice Memo
      • - Interactive language courses
      • 102. Learning English –New York Times
      • 103. Story Kit - Int. Children’s Digital Library
      • 104. Conversation English
      • 105. Allen English – Grammar
      • 106. ESL - Innovative Language Learning
      • 107. Scrabble
      • 108. Kaplan TOEFL Vocabulary
      • 109.
    • 110. TESOL Opportunities for Professional DevelopmentONLINE
      Sandra Annette Rogers
      University of South Alabama
    • 111. Independent Online Learning Opportunities
      1. TESOL's Principles & Practices of Online Teaching (PPOT) Certificate
      This yearlong course hosted by TESOL is conducted at the University of Wisconsin-Eau Claire via online
      This certification is for Teaching English to Speakers of Other Languages (TESOL); however, it's open to anyone from any field. 
      PPOT courses encourage social networking and highlights the free online tools that could be used for educational purposes. 
    • 112. PPOT Certificate
      Sample Coursework: Foundation course (history of online teaching, methodology and research findings), Creating and Using Multimedia Online, Teaching Reading and Writing Online, Teaching Listening Online, eCommerce for Teachers and Administrators, and a Completion course (final projects, debriefings, and summation). 
    • 113. Electronic Village Online (EVO)
      2. TESOL's CALL-IS Electronic Village Online (EVO)
      CALL-IS actually created the PPOT Certificate program.  EVO takes place annually during the first part of the year and is not a certificate course; it provides various sessions free of charge.
      To get involved next year, look for announcements for the call to participate in December of this year for EVO 2012.  These announcements are generally shared on the TESOL list serves, so make sure you join the one connected to your interest section.
      Even though the session has ended, you can still view the content covered.  Generally, the sessions are participatory and conclude with a final project.  Therefore, there are numerous projects to view that include sample lesson plans, blogs, wikis, videos, photography, audio files, etc.
    • 114. EVO's Mission Statement
      The EVO is a creation of TESOL's CALL Interest Section. In this age of electronic communication, it seems a natural way to bring the issues of our profession to the international stage. Our goal is to allow learning anywhere, anytime, with as little expense as possible. Thus EVO moderators and trainers are all volunteers, and participants need only provide their own Internet access to take part in activities. Contribution as a Moderator is a significant act of volunteerism, and forms an important service to our profession.