Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Technology in ESOL Classrooms & Preparing Teachers for Successful Integration

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.

  • Login to see the comments

  • Be the first to like this

Technology in ESOL Classrooms & Preparing Teachers for Successful Integration

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