week 4

1. Due: February 1st, 2015
Instructor: Diana Lucero

2.  “ At the heart of effective
technology integration,
technology offers opportunities
to be more actively involved in
the learning experience”
 - Vanessa Vega, Edutopia
Research Analyst

3.  Image galleries: While assisting ELL students who are learning English, preview
each of your lessons and support the text your reading with suitable images from
the internet. Images provide contextual clues and help ELL students determine
meaning.
 Multilingual books: Research shows that if students have literacy in their primary
language then they are able to transfer those skills to reading in English. It’s
important to use reading programs that are easy to use and integrated audio and
software program.
 Applications: Use of smartboards, laptops, iPads and chrome books. Some of the
programs a teacher could use would be iBooks, Kindle, google translator, phonics,
world speller and Rosetta Stone.

4. 1. Software programs- Rosetta Stone and Read
Naturally
2. Multimedia projects- Power Point presentation
3. Podcast and blogging
4. Use of laptops, iPads, chrome books

5.  Scenario: A few ELL students are having trouble following the class and comprehending English
vocabulary words. During individual work time in the class the teacher sets the students up with their
individual laptops and headphones and allows them to work quietly at their own pace to learn English
while still associating with their native language. The results are sent to the teachers computer where
she can make see what each individual student needs.
 Use of Rosetta Stone: Installing this software on classroom computers, students can progressively
become more consistent with guided activities which focus on listening and speaking. One-on-one
tutoring, classroom interaction with the teacher, group learning, and self paced individual study are
some ways to interact. There are game based activities, and rich reading content which engage
students. Teachers can assess progress, with a reporting tool that they can also customize instruction
for different learning needs.

6.  Scenario: In a fourth grade classroom of 30 students, half the class come from households where
English is second language or isn’t spoken at all at home. The student lack academic support. The
teacher in this classroom set the students up with blogs and required the students to write 100 words
a day. They then could post their blog to the classroom website and read and share with other
students.
 Blogging: Blogs provide a virtual workbench that students can use to find their creative muse and
learn about the technological world. Teachers could give a topic each week and have the students blog
or write about it. Using blogger.com students could read, comment on others work and publish work.
Blogging improves engagement , technical skills and lessons in digital citizenship. With blogging
students learn typing, internet research, editing, graphics and a platform to share work with the class

7.  Scenario: A teacher in a fourth grade classroom has given each student a country report. Each student
is to research a country and follow directions as to what to present. Each student will have time each
day in class on individual laptops to work on their project. Instead of having the students orally
present the project, they can demonstrate and share through Power Point. This will help ESL students
who struggle to read orally.
 Multimedia projects-Power Point: Can be easily effective for ESL students, it exists as part of many
ESL students prior knowledge. Power Point is a dynamic vehicle for preparing students to read,
preparation that involves, “activating and building background knowledge” It’s a bridge for the ESL
students because the slides have boundaries, are easy to set up, allows students to focus on ideas and
keeps things organized. Teachers benefit also by the Power Points building block approach to language
in order to craft presentations.

9.  Aide in demonstrating a concept, skill or strategy: Teachers use computers to support beginning ELL’s
in guided writing activities. The graphics, prompts, and templates available keep writing interesting
and reduce students frustration. EX: Interactive writing games.
 Providing feedback for student development: Teachers can customize and differentiate lesson plans
based on individual needs. If a student is following a computer program a teacher can have the results
sent to him/her to evaluate and assess learning.
 Help students build their vocabulary: Technology allows teachers to customize instruction. Some ways
students could use technology would be with translation tools, or online picture dictionaries to aid
comprehension while more advanced ELL students could use electronic dictionaries without graphic
support. EX: online picture dictionaries, Google Translate.
 Help students in cooperative learning groups: Thinking skills and creativity are promoted when
students interact with their peers, to brainstorm, explain, question, disagree, persuade and problem
solve. Technology can enhance peer interaction in cooperative learning groups as students can engage
in peer tutoring, model effective behavior, communicate electronically and take a range of roles while
working at the computer. EX. Use of email to communicate.

10.  Integrating technology into an ESL setting can be beneficial in many
ways and some of them include these things:
It can individualize and custom curriculum.
It can promote cooperative group work.
It can impact English skills while also providing technology skills
essential for 21st century learners.
It can increase the percentage of time students stay on task
during independent practice.

11.  ESL students see the point of Power Point. (2008, March). Tesol, Volume 5(Issue 1), .
Retrieved from http://www.tesol.org
 Heinze, J. (2004, December). Supporting English language learners with technology . Scholastic, (), .
Retrieved from http://www.scholastic.com
 Perret, K. (2012). Top five technology tools for ELL learners. Retrieved from http://www.wordpress.com
 Robertson, K. (). Preparing ELLs to be 21st Century learners. Retrieved from
http://www.colorincolorado
 Rosetta Stone and ACTFL find common ground. (2014, April). Linguavore.
Retrieved from http://www.rosettastone.com
 Schwartz, J. (2011, July). Using blog to engage English language learners. Edutopia.
Retrieved from http://www.edutopia.org