Traurig

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  • Traurig

    1. 1. Motivating ESL Students through Technology Valerie Traurig [email_address] January, 2008 _______________________________ ________________________________________
    2. 2. Introduction <ul><li>Proving and Improving Teaching and Learning </li></ul><ul><li>Building teaching/computing skills </li></ul><ul><li>Motivating ESL students </li></ul><ul><li>Proving? </li></ul>__________________________________________ ________________________________
    3. 3. Contents <ul><li>Proving and Improving Teaching and Learning </li></ul><ul><li>Enhancing regular ESL class with computer technology </li></ul><ul><li>Administration </li></ul><ul><li>Computing Skills </li></ul><ul><li>Self-directed/Self-regulated </li></ul><ul><li>Group Work </li></ul><ul><li>Multimedia </li></ul>__________________________________________ ________________________________
    4. 4. Administration <ul><li>Using an LMS/ CMS </li></ul><ul><li>WebCT, Blackboard, Moodle </li></ul><ul><li>Central place for course information/resources </li></ul><ul><li>-- Syllabus/Schedule </li></ul><ul><li>-- Announcements </li></ul><ul><li>-- Scanned homework </li></ul><ul><li>-- Optional exercises </li></ul><ul><li>-- Email </li></ul><ul><li>-- Grades </li></ul><ul><li>Teacher/student convenience </li></ul><ul><li>Student responsibility/empowerment </li></ul><ul><li>http://webct.montgomerycollege.edu </li></ul><ul><li>EL103 ID: ELGuest PW: ELGuest </li></ul><ul><li>RD101 ID: RDGuest PW: RDGuest </li></ul>__________________________________________ ________________________________
    5. 5. Computer Skills <ul><li>Developing/Improving Useful Computer Skills </li></ul><ul><li>Online dictionaries </li></ul><ul><li>Word processing </li></ul><ul><li>Empowering students to self-assess </li></ul><ul><li> -- Spelling/grammar checks </li></ul><ul><li> -- Readability statistics </li></ul><ul><li> Word count, Flesch Reading Ease, Flesch-Kincaid Grade Level </li></ul><ul><li>E-mail </li></ul><ul><li>Google searches – use of URLs </li></ul>__________________________________________ ________________________________
    6. 6. Self-directed/Self-regulated Learning <ul><li>Degrees of Scaffolding </li></ul><ul><li>Web link exercises </li></ul><ul><li>Simple types of exercises </li></ul><ul><li>A4ESL – http://a4esl.org/c/qw.html </li></ul><ul><li>Basic paragraph readings </li></ul><ul><li>Quia -- http://www.quia.com </li></ul><ul><li>Hot Potatoes -- http:// hotpot.uvic.ca / </li></ul><ul><li>More advanced </li></ul><ul><li>-- LMS/CMS quizzes/assessments </li></ul><ul><li> PowerPoint with voice: subject/verb agreement self-study </li></ul><ul><li>-- Javascript exercises </li></ul><ul><li>http://www.valerietraurig.com/ESL/writing/Mod2/Cause/cause_contents.htm </li></ul><ul><li> http://mysite.verizon.net/valerietraurig/tsent_recognition.htm </li></ul><ul><li> http://mysite.verizon.net/valerietraurig/paragraph_quiz.html </li></ul>__________________________________________ _______________________________
    7. 7. Group Work <ul><li>Constructivism: collaborative learning </li></ul><ul><li>Group grammar/reading exercises </li></ul><ul><li>Modals </li></ul><ul><li>Advanced reading exercises </li></ul><ul><li>Group paragraph activities </li></ul><ul><li>http://www.valerietraurig.com/ESL/writing/Mod2/Enumeration/enum_group.htm </li></ul><ul><li>http://www.valerietraurig.com/ESL/writing/Mod2/Enumeration/enum_revision.htm </li></ul><ul><li>Webquests for real world context </li></ul><ul><li>Cause/effect paragraphs dealing with global warming </li></ul>__________________________________________ ________________________________
    8. 8. Multimedia <ul><li>Howard Gardner’s Multiple Intelligences </li></ul><ul><li>Graphics </li></ul><ul><li>Simple/animated images or pictures </li></ul><ul><li>Audio/Music </li></ul><ul><li>-- ESL Blues: Doubling final consonants </li></ul><ul><li>http://ww2.college-em.qc.ca/prof/epritchard/agdouble.htm </li></ul><ul><li>-- PowerPoint with audio: subject/verb agreement self-study </li></ul><ul><li>-- Captivate/Camtasia: Readability Statistics tutorial </li></ul><ul><li>Video </li></ul><ul><li>Talking head video – Logitech camera </li></ul><ul><li>Existing videos – The B.O.O.K. </li></ul><ul><li>www.youtube.com </li></ul>__________________________________________ ________________________________
    9. 9. Conclusion <ul><li>Student motivation through technology </li></ul><ul><li>Student feedback </li></ul><ul><li> -- open discussion </li></ul><ul><li>-- student survey </li></ul><ul><li>Observation of students </li></ul><ul><li>Training Sources </li></ul><ul><li>TESOL’s Principles and Practices of Online Teaching Certificate Program </li></ul><ul><li>http://www.tesol.org/s_tesol/sec_document.asp?CID=244&DID=487 </li></ul><ul><li>George Washington University: Educational Technology Leadership </li></ul><ul><li>http://www.gwu.edu/~etl/ </li></ul>__________________________________________ ________________________________
    10. 10. Bibliography <ul><li>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. </li></ul><ul><li>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/ </li></ul><ul><li>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 </li></ul><ul><li>Harvey, L. (2004). Analytic Quality Glossary: Empowerment. Quality Research International. Retrieved January 4, 2008, from http:// www.qualityresearchinternational.com /glossary/ </li></ul><ul><li>Ju, J. (2001). Computer technology in the ESL/EFL writing classroom: Impacts on teachers. </li></ul><ul><li>Retrieved January 20, 2007, from http://lc.ust.hk/~centre/conf2001/proceed/zhanj.pdf </li></ul><ul><li>McVey, D. (2005, November/December). Writing in a team spirit. ESL Magazine, 48 , 21. </li></ul><ul><li>Schunk, D.H. (2005). Self-regulated learning: The educational legacy of Paul Pintrich. Educational Psychologist , 40(2), 85-94. </li></ul><ul><li>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 </li></ul><ul><li>Thirteen. (2004). Concept to classroom: Tapping into multiple intelligences. January 5, 2008, from http://www.thirteen.org/edonline/concept2class/mi/index.html </li></ul><ul><li>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 . </li></ul>__________________________________________ _______________________________

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