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Traurig

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  • Transcript

    • 1. Motivating ESL Students through Technology Valerie Traurig [email_address] January, 2008 _______________________________ ________________________________________
    • 2. Introduction
      • Proving and Improving Teaching and Learning
      • Building teaching/computing skills
      • Motivating ESL students
      • Proving?
      __________________________________________ ________________________________
    • 3. Contents
      • Proving and Improving Teaching and Learning
      • Enhancing regular ESL class with computer technology
      • Administration
      • Computing Skills
      • Self-directed/Self-regulated
      • Group Work
      • Multimedia
      __________________________________________ ________________________________
    • 4. Administration
      • Using an LMS/ CMS
      • WebCT, Blackboard, Moodle
      • Central place for course information/resources
      • -- Syllabus/Schedule
      • -- Announcements
      • -- Scanned homework
      • -- Optional exercises
      • -- Email
      • -- Grades
      • Teacher/student convenience
      • Student responsibility/empowerment
      • http://webct.montgomerycollege.edu
      • EL103 ID: ELGuest PW: ELGuest
      • RD101 ID: RDGuest PW: RDGuest
      __________________________________________ ________________________________
    • 5. Computer Skills
      • Developing/Improving Useful Computer Skills
      • Online dictionaries
      • Word processing
      • Empowering students to self-assess
      • -- Spelling/grammar checks
      • -- Readability statistics
      • Word count, Flesch Reading Ease, Flesch-Kincaid Grade Level
      • E-mail
      • Google searches – use of URLs
      __________________________________________ ________________________________
    • 6. Self-directed/Self-regulated Learning
      • Degrees of Scaffolding
      • Web link exercises
      • Simple types of exercises
      • A4ESL – http://a4esl.org/c/qw.html
      • Basic paragraph readings
      • Quia -- http://www.quia.com
      • Hot Potatoes -- http:// hotpot.uvic.ca /
      • More advanced
      • -- LMS/CMS quizzes/assessments
      • PowerPoint with voice: subject/verb agreement self-study
      • -- Javascript exercises
      • http://www.valerietraurig.com/ESL/writing/Mod2/Cause/cause_contents.htm
      • http://mysite.verizon.net/valerietraurig/tsent_recognition.htm
      • http://mysite.verizon.net/valerietraurig/paragraph_quiz.html
      __________________________________________ _______________________________
    • 7. Group Work
      • Constructivism: collaborative learning
      • Group grammar/reading exercises
      • Modals
      • Advanced reading exercises
      • Group paragraph activities
      • http://www.valerietraurig.com/ESL/writing/Mod2/Enumeration/enum_group.htm
      • http://www.valerietraurig.com/ESL/writing/Mod2/Enumeration/enum_revision.htm
      • Webquests for real world context
      • Cause/effect paragraphs dealing with global warming
      __________________________________________ ________________________________
    • 8. Multimedia
      • Howard Gardner’s Multiple Intelligences
      • Graphics
      • Simple/animated images or pictures
      • Audio/Music
      • -- ESL Blues: Doubling final consonants
      • http://ww2.college-em.qc.ca/prof/epritchard/agdouble.htm
      • -- PowerPoint with audio: subject/verb agreement self-study
      • -- Captivate/Camtasia: Readability Statistics tutorial
      • Video
      • Talking head video – Logitech camera
      • Existing videos – The B.O.O.K.
      • www.youtube.com
      __________________________________________ ________________________________
    • 9. Conclusion
      • Student motivation through technology
      • Student feedback
      • -- open discussion
      • -- student survey
      • Observation of students
      • Training Sources
      • TESOL’s Principles and Practices of Online Teaching Certificate Program
      • http://www.tesol.org/s_tesol/sec_document.asp?CID=244&DID=487
      • George Washington University: Educational Technology Leadership
      • http://www.gwu.edu/~etl/
      __________________________________________ ________________________________
    • 10. Bibliography
      • Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Education Psychologist , 40(4), 199-209.
      • Bransford, J.D., Brown, A.L. & Cocking, R.R. (1999). How people learn: Brain, nind, experience, and school. Chapter 9: Technology to support learning. Retrieved January 2008, from http://books.nap.edu/html/howpeople1/
      • Fouts, J. T. (2000).  Research on computers and education: Past, present and future.   Study prepared for the Bill and Melinda Gates Foundation.  Retrieved January 3, 2005, from http://www.portical.org/fouts.pdf
      • Harvey, L. (2004). Analytic Quality Glossary: Empowerment. Quality Research International. Retrieved January 4, 2008, from http:// www.qualityresearchinternational.com /glossary/
      • Ju, J. (2001). Computer technology in the ESL/EFL writing classroom: Impacts on teachers.
      • Retrieved January 20, 2007, from http://lc.ust.hk/~centre/conf2001/proceed/zhanj.pdf
      • McVey, D. (2005, November/December). Writing in a team spirit. ESL Magazine, 48 , 21.
      • Schunk, D.H. (2005). Self-regulated learning: The educational legacy of Paul Pintrich. Educational Psychologist , 40(2), 85-94.
      • Thirteen. (2004). Concept to classroom: Constructivism as a paradigm for teaching and learning. Retrieved January 5, 2008, from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
      • Thirteen. (2004). Concept to classroom: Tapping into multiple intelligences. January 5, 2008, from http://www.thirteen.org/edonline/concept2class/mi/index.html
      • Zimmerman, B.J., & Tsikalas, E. (2005). Can computer-based learning environments (CBLES) be used as self-regulatory tools to enhance learning? Education Psychologist , 40(4), 267-271 .
      __________________________________________ _______________________________

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