Mobile Devices in Elementary ESL Classrooms


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  • Mobile Devices in Elementary ESL Classrooms

    1. 1. How Can Mobile Devices Be Used In ESL Instruction? Jillian Whetstone ESL 509 7-12-13
    2. 2. WHAT ARE MOBILE DEVICES?  Small handheld computing devices with a variety of features and capabilities including internet access, mobile apps, camera, video, Bluetooth, and more. Type of Device Examples Smart Phones iPhone, Android, Blackberry, Windows Tablets iPad, Samsung Galaxy, Kindle Fire, Asus Transformer, Microsoft Surface, Google Nexus E-Readers Kindle, Nook, Kobo, Sony
    3. 3. HOW CAN MOBILE DEVICES BE USED IN SCHOOL? Podcasts, Blogs Virtual Learning Reading, Writing, Speaking, Listening Practice Games to Reinforce Skills Individualized Lessons WebQuests
    4. 4. BENEFITS TO USING MOBILE DEVICES IN THE CLASSROOM Portability and ease of use Increases student engagement and motivation Provides a rich and more expansive learning environment Enhances student learning processes, especially writing Helps students stay organized
    5. 5. TESTIMONIES TO THE BENEFITS OF MOBILE DEVICES A study showed handheld computers affect student learning positively across curricular topics and instructional activities (Swan, van „t Hooft, Kratcoski, and Unger, 2005).  Ipad Use in Chicago Schools 9Q&list=PL74D1AC3D981D392A  Ipod Use in Baltimore County Elementary Y&list=PL74D1AC3D981D392A&index=1
    6. 6. CHALLENGES IN USING MOBILE DEVICES IN THE CLASSROOM Technical Difficulties • Programs freezing • Internet access • Difficulty recharging Frustrations • Small screen size • Losing work Access To Devices • Bring your own device policies • Not all students have devices
    7. 7. CHALLENGES CONTINUED…  Using mobile devices in the classroom takes planning and work  Time needs to be spent determining the most effect ways to use mobile devices  If used incorrectly, mobile devices will act as no more than a babysitter  “Other potential drawbacks include limited nonverbal communications, limited message lengths, a lack of cultural context, and potential limited social interaction” (Chinnery, 2006).
    8. 8. AWESOME IPHONE/IPAD APPS!  Vocabulary: Kids‟ Vocab – Mind Snacks  Grammar: Grammaropolis  US History: Ansel and Clair: Paul Revere‟s Ride  Figurative Language: Kidioms  Writing/Storytelling: Story Patch  Lets look at each one a little bit closer…
    9. 9. Kids‟ Vocab- Mind Snacks  This app focuses on vocabulary acquisition  Appropriate for upper elementary learners  Teaches topic related words and definitions  Includes a variety of games for vocab practice
    10. 10. Grammaropolis  This app focuses on parts of speech  Each part of speech has character and town  Learners work their way across the towns through songs, videos, books and quizzes
    11. 11. Ansel and Clair: Paul Revere‟s Ride  This is a narrative app of the American Revolution.  Students watch, listen, read, and travel through the events of 1775 America  Appropriate for upper elementary grades
    12. 12. Kidioms  This app is appropriate for grades3-5  Focuses on the meaning of idioms  Idioms are presented with graphics  Students play games to reinforce concepts
    13. 13. Story Patch  This app teaches storytelling  Photos can be uploaded or there are over 800 pictures in the library  Allows students to create a book
    14. 14. Kids Say Yes to Mobile Devices  2,350 Students were polled in a Student Mobile Device Survey for Pearson  92% of students feel mobile devices will change the future of learning  90% say mobile devices make learning more fun  69% want more mobile devices in school  Elementary and middle school students expressed more interest in mobile devices than high school and college students  In grades 4-12, tablets were used equally across all content areas
    15. 15. CONCLUDING THOUGHTS  The benefits of technology and mobile devices outweigh the challenges  ESL students can really benefit from technology in the classroom because there are so many programs and apps that support all aspects of language development “Technology in itself won‟t make the difference; it‟s what students do with it that does” (Swan, van „t Hooft, Kratcoski, & Unger, 2005).
    16. 16. References Booker, E. (2013, May 6). Students want more mobile devices in the classroom. Retrieved from ents-want-more-mobile-devices-in-cla/240154188 Chinnery, G. M. (2006). Emerging technologies going to the MALL: Mobile assisted language learning. Langauge Learning and Technology, 10(1), 9-16. Swan, K., van „t Hooft, M., Kratcoski, A., & Unger, D. (2005). Uses and effects of mobile computing devices in k-8 classrooms. Journal of Research on Technology in Education, 38(1), 99-112.