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Technology mediated learning environments for young english learners book pres


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Technology mediated learning environments for young english learners book pres

  1. 1. Technology-Mediated Learning Environments for Young English LearnersConnections In and Out of School<br />By: Marsha Walker<br />
  2. 2. General Information<br />Published in 2008<br />Edited by L. Leann Parker who is from University of California, Berkeley<br />Intended Audience: educators<br />Compilation of 7 articles – 2 by editor<br />Each chapter has a reflection done by a different author<br />
  3. 3. Purpose of Book:<br />Intended to help immigrant elementary children to learn English<br />Specifically to develop their Academic English skills<br />Focus on reading skills and promoting competence<br />Attempts to integrate technology as an enhancement to curricula<br />
  4. 4. Chapter 1 – Introduction: Technology-Mediated Learning Environments for Young English Learners<br />By: L. Leann Parker<br />Introduces central issues that led to the creation of the book<br />Mainly ESL learners are not afforded the same opportunities as native speakers due to their limited English knowledge<br />Technologies are not made for SLLs<br />Bases her argument in Sociocultural Theory<br />
  5. 5. Chapter 2 – Technology and Literacy Development of Latino Youth<br />By: Richard P. Durán<br />Interested in making computer based activities that respect Latino culture and language<br />Spends most of chapter displaying research gaps (i.e. test scores) – specific to Latinos<br />Example activity: Learning vocabulary via Hypermedia (graphics, audio, video, plain text and hyperlinks intertwine to create a generally non-linear medium of information)<br />
  6. 6. Chapter 3 – Technology, Literacy, and Young Second Language Learners: Designing Educational Futures<br />By: Jim Cummins<br />Interested in creating technology based activities that support reading comprehension, especially in regards to vocabulary development<br />Important to have activities in child’s primary language and English<br />Example Activity: Have a sister class in which students can exchange in L1 and L2 to create art and literature<br />
  7. 7. Chapter 4 – Developing New Literacies among Multilingual Learners in the Elementary Grades<br />By: Jill Castek et al<br />Interested in using the internet for online reading comprehension activities<br />Wants students to connect with people in different parts of the world <br />New literacies: central to full civic, economic and personal participation in a globalized community that changes as technologies change and are multifaceted<br />Example Activity: Get Pen Pals<br />
  8. 8. Chapter 5 – Technology and Second Language Learning: Promises and Problems<br />By: Yong Zhao and Chun Lai<br />Interested in the role of technology in the learning of oral skills<br />All technology should not be used individually, but collaboratively to complement each other<br />Technologies were not made to teach a second language – educators must remember<br />Example Activity: Use online translator to define words in L1 and English<br />
  9. 9. Chapter 6 – Technology in Support of Young English Learners in and out of School<br />By: L. Leann Parker<br />Interested in helping the learners be able to use technology at home<br />Wants to show learners how to use the internet productively; use video games;<br />Claims current technology has limitations because does not emulate naturalistic contexts<br />Example Activity: Play Hangman online<br />
  10. 10. Chapter 7 – Technology Opening Opportunities for ELL Students: Attending to the Linguistic Character of These Students<br />By: Eugene E. Garciá<br />Interested in English Language Learners and the special needs they bring to the table<br />Interested mostly in bilinguals<br />Supports Computer-Supported Collaborative Learning (CSCL)<br />Example Activity: Present in English with words hyperlinked to Spanish definitions<br />
  11. 11. Critique<br />Missing how to implement technology activities – tells what they are but not how to use them<br />Many words used without being defined (is this supposed to be common knowledge)<br />What’s the purpose of reflections? <br />Most of the chapters focus on past research to support their argument for a “change” needing to happen<br />No real “new” ideas, just use past research projects as provided suggestions for activities<br />Audience extremely specific; not just for educators who want to use technology; for educators who have second language learners (of primarily a Hispanic background that are of low-income, etc.)<br />
  12. 12. Who should you read this book?<br />If you plan to teach elementary school with a heavy influx of Latinos<br />If you like extremely research driven concepts<br />If you are looking for a rationale as to why a change needs to occur<br />If you are looking for overall ideas, but do not need explicit directions on how to implement them<br />