Technology’s Role in Collaborative LearningProf. Cynthia Hatch, MA TESOL, B.Ed (Sec.) Arts, eslteachingandlearning.wordpress.comAmerican Culture & Language Institute, NVCC, firstname.lastname@example.org
Why Use Technologyin ESL Instruction?Provides instruction in digital literacyEngages students with course content outside of theclassroomMakes learning highly mobileAllows students to create, edit, and share their owncontentTakes advantage of devices students already userecreationallyProvides immediate feedback
Technology promotes ELLs collaborative and reflectivelearning in four ways:Presents an authentic model and/or student-createdmodelSupports self-directed learning & continues learningoutside of the classroom (Blake, 2013)Generates greater levels of output and input duringplanning, acting, observing, & reflecting (Tinsley &Lebak, 2009)Furthers students ZPD. Technology fosters higherlevels of review and revision, leading to a morepolished product. (Vygotsky, 1978)Technology Promotes Collaboration
Three Tools to Assist LearningWeb-BasedYouTubeNPR or This American LifeWeb-Based Apps (Mobile)Google TranslatePronunciation PowerMS OfficeComputer-Mediated CommunicationChatDiscussion Boards
Skill Activity Medialisteningidentifying main ideaanswering questionsnote takingTV ShowsNPR, VOACDLP, TALspeakingpresentationsdebatesrole playssongsYouTubeTV showssongsletsvotenow.comreadingidentify main idea& detailscompare & contrastblogs about novelsNPR, VOACDLP, TALwritingreportsnarrativesinstructionsblogstwitterchatspelling, vocabulary,pronunciationcreationreviewPronunciation Powermerriamwebster.comflowcabulary.com
Role PlayVideoRecordedTraditionalSpeech Actsdescription clarificationpersuasion evaluationdescription clarificationpersuasion evaluationEvaluationspontaneouspost-filmingrepetitivespontaneouspost-performanceReflection deep and repetitive superficial and one-offProductpermanent andreusablenew modeltemporary
The Role-Play Process1. Instructor presents the task to the whole class from atextbook.2. Class discusses the function and format of productgenerated from the task (narrative, persuasive,instructive).3. Students form small groups & discuss how to completethe task.4. Groups video record short scenes on iPhones or Flipcameras - one main idea per scene.5. Groups view the recordings and evaluate.
The Role-Play Process (cont.)6. Scenes are rerecorded, reviewed, and discussed.7. Instructor or students edit the scenes to create amovie.8. Movie is uploaded to a closed YouTube page orclosed Facebook group.9. Peers from other groups evaluate the movie using arubric.10.Movie is used in place of the NES model for futuresemesters.
ReflectionWhat kinds of mobile technology doyou use most often?To relaxTo learnTo communicateTo teach
Think-Pair-ShareIn pairs, choose the following:One theme: health, gender/relationships,science, travel, etc.One type of media to teach the topic: podcasts,YouTube, songs, TV shows, blogs, etc.One passive skill (listening/reading)One active skill (speaking/writing)Discuss how you could combine the media, theme,& skills to teach a mini lesson.
Sites Used at ACLIFree podcasts grouped by themes:www.thisamericanlife.orgwww.voanews.com/learningenglish/homewww.cdlponline.orgwww.npr.orgFree blogging sites:www.wordpress.comwww.tumblr.comwww.blogger.com
How To Videoswww.howcast.comEtymology Onlinewww.etymonline.comVoting programwww.letsvotenow.comNOVA blogswww.nvcc.edu/about-nova/blogs/index.htmlACLI on Facebookwww.facebook.com/ACLIAlexandria
Where Do I Learn More?How to blog using Wordpress.comhttp://learn.wordpress.comHow to video record using a Flip camerahttp://support.theflip.com/en-us/homeHow to tweet using Twitterwww.which.co.uk/technology/computing/guides/how-to-use-twitter/writing-your-first-tweet/How to create a closed Facebook pagehttps://www.facebook.com/help/162866443847527/
ReferencesAlly, M., McGreal, R., Schafer, S., Tin, T., & Cheung, B. (2007, October). Use ofmobile learning technology to train ESL adults. Proceedings of the SixthInternational Conference on Mobile Learning, Melbourne.Blake, R. J. (2003). Brave new digital classroom: Technology and foreignlanguage learning. 2nd Ed. Washington, D.C.: Georgetown University Press.Tinsley, R., and Kimberly Lebak (2009). Expanding the zone of reflectivecapacity: Taking separate journeys together. Networks, Vol 11, is 2.Vygotsky, L.S. (1978). Mind and society: The development of higherpsychological processes. Cambridge: Harvard University Press.