Students need tools to help improve their English language skills and demonstrate what they have learned. Using interactive storybooks and presentation software can help students develop their listening, reading, vocabulary, and language presentation abilities in a less stressful environment. These tools provide opportunities for individualized learning and scaffolding of skills. They also allow students to receive feedback and share their work with a wider audience.
Community Learning Plaza is a program of the Poughkeepsie Public Library District in partnership with Literacy Connections. The purpose of the program is to improve literacy for the Hispanic population in Poughkeepsie, NY (about 2 miles by car or train from NYC). This program is supported by funds from the NYS Library's Adult Literacy Library Services grant program.
The newsletter summarizes the opening of a new state-of-the-art Digital Media Center at the campus library. It features cutting-edge technology for students including Mac workstations, Adobe software, and audio/video production equipment. A student commented that the hands-on experience will benefit their career prospects. The library dean stated the goal is to provide resources enhancing students' academic success. Additionally, the newsletter announces staffing changes and awards received by library employees.
This document contains Deborah Delorme-D'Ulisse's resume. It outlines her career objective of engaging students through a collaborative and technology-enhanced learning environment. It then lists her teaching experience at various colleges, including courses taught in the humanities, liberal arts, French, communications, and business writing. It also includes her education qualifications and peer reviews authored.
This document provides information about scholarship awards, educator awards, grant awards, and the keynote introduction for an event on March 4, 2010. It recognizes several individuals for their work and achievements and outlines projects that grant funds would support, such as purchasing laptops and music education technology.
Our goal in Reading Therapy is to diagnostically identify each child\'s struggle in langauge and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read.
Community Learning Plaza is a program of the Poughkeepsie Public Library District in partnership with Literacy Connections. The purpose of the program is to improve literacy for the Hispanic population in Poughkeepsie, NY (about 2 miles by car or train from NYC). This program is supported by funds from the NYS Library's Adult Literacy Library Services grant program.
The newsletter summarizes the opening of a new state-of-the-art Digital Media Center at the campus library. It features cutting-edge technology for students including Mac workstations, Adobe software, and audio/video production equipment. A student commented that the hands-on experience will benefit their career prospects. The library dean stated the goal is to provide resources enhancing students' academic success. Additionally, the newsletter announces staffing changes and awards received by library employees.
This document contains Deborah Delorme-D'Ulisse's resume. It outlines her career objective of engaging students through a collaborative and technology-enhanced learning environment. It then lists her teaching experience at various colleges, including courses taught in the humanities, liberal arts, French, communications, and business writing. It also includes her education qualifications and peer reviews authored.
This document provides information about scholarship awards, educator awards, grant awards, and the keynote introduction for an event on March 4, 2010. It recognizes several individuals for their work and achievements and outlines projects that grant funds would support, such as purchasing laptops and music education technology.
Our goal in Reading Therapy is to diagnostically identify each child\'s struggle in langauge and to prescribe the appropriate strategy of instruction that will ensure a successful experience in understanding how to read.
The document describes a collaborative student film-making challenge called Flick-It-On held in New Zealand between 2010-2012. It provided guidelines for setting up film-making rotations where students learned skills like storyboarding, filming, editing, and adding sound/music to create 2-3 minute films. The goal was to improve digital literacy outcomes and engage students in learning through creating movies.
Policy and Practices: Indigenous Voices in EducationICEM-4
This document discusses indigenous knowledges in Papua New Guinea related to positioning, measurement, and mathematics. It provides examples of indigenous practices for canoe making, string figures, graphs and calculus that demonstrate visuospatial reasoning and parallels to western mathematics. The document also discusses how indigenous languages conceptualize location, direction, and measurement differently than English. It advocates for recognizing and incorporating indigenous knowledges and practices into education through place-based learning, community partnerships, and modifying content and pedagogy to be culturally relevant.
The document discusses digital storytelling for educators, which is using multimedia like images, voice recordings, and music to tell a narrative story. It provides an overview of what digital storytelling is, examples of personal or academic stories, elements to include, and tips for creating and producing digital stories with students. The goal is to engage students and help them demonstrate creative and critical thinking skills through technology.
This document provides information about an EAL learner, including their country of birth, migrant status, language skills, and a quote from the learner about feeling they don't have a strong language. It also includes models of language development, strategies for supporting EAL learners, and the importance of scaffolding language and building on prior experience to make learning accessible.
The document discusses research on the use of ebooks to help young children learn to read. While the research is still limited, some studies have found benefits to ebooks such as increased reading engagement for children ages 3-6, opportunities for independent reading practice, and scaffolding supports like narration, animations and interactive features. Ebooks may provide scaffolding to develop emergent literacy skills like alphabet knowledge, print awareness, phonological awareness and comprehension when they include digital features that mirror evidence-based instructional techniques used by teachers. Overall, ebooks show potential as an engaging medium that can ease classroom implementation and provide individualized practice, but more research is still needed as the literature remains limited.
This document discusses resources for developing 21st century learning skills in young children. It provides an overview of tools on the KRA-L and INFOhio websites that help with kindergarten readiness in key areas like literacy, math, and STEM. It also reviews early learning apps and digital storytelling tools that build skills like phonological awareness, print motivation, and narrative abilities. Finally, it discusses eBooks, videos, games and other resources available through platforms like TumbleBooks, PBS Kids and the World Book database to support literacy from preschool through 3rd grade.
This document discusses using apps to help meet language objectives for English language learners. It begins by stating the objectives of discussing the difference between content and language objectives, Stephen Krashen's Theory of Second Language Acquisition, and apps that address the theory's areas. The theory includes comprehensible input, output, and interaction. Apps are presented that support input through reading and listening, output through speaking, writing and drawing, and interaction through meaningful application. Specific apps like Skitch and ShowMe are demonstrated for annotating on images and recording tutorials. The document aims to show how apps can help ELL students acquire language to be successful in mainstream classrooms.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs-TESOL 2014Laura Lukens
This document summarizes an upcoming presentation on scaffolding strategies for English language learners (ELLs) called "The GO TO Strategies". The presentation will be given at the 2014 TESOL International Convention by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood. It will introduce research-based instructional strategies organized in a matrix to indicate which strategies are best suited for ELLs at different proficiency levels. The goal is to provide tools for teachers to plan rigorous, scaffolded lessons for ELLs as states transition to the Common Core State Standards.
This presentation details best practices for presenting new vocabulary to ELL students for a given lesson. It also includes an example for a formative and summative assessment.
This document discusses the assessment of English language learners (ELLs). It defines ELLs as students who are exposed to a non-English language and culture at home and whose English proficiency prevents them from understanding grade-level material in English. ELL assessments evaluate English language proficiency and academic achievement through tests of English skills, content mastery with accommodations, and state exams. These assessments serve to identify ELLs, monitor their progress, fulfill accountability requirements, and determine when students can transition out of support programs.
Using Response to Intervention with English Language Learnersschoolpsychology
Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
This document discusses standards-based instructional practices for English learners. It outlines that standards consist of content, benchmarks, and performance standards. It also emphasizes using differentiated instruction and content-based instruction to create meaningful learning experiences for English learners that align language development with grade-level content standards. The document recommends using thematic instruction and ongoing informal assessment to support English learners in developing both language skills and academic content knowledge.
Free Webinar for California Educators: Collaborating for Success Ellevation Education
This document outlines strategies for English language learner (ELL) educators to collaborate more effectively with classroom teachers to improve instruction for ELL students. It discusses the changing role of ELL educators and provides tools like conducting an equity audit, reviewing lesson plans for ELL support, developing talking points, and modeling instructional strategies. The goal is to help ELL and classroom educators work more closely together to implement Common Core standards and new ELD standards.
ELL Educators & Classroom Teachers: Collaborating for Success Ellevation Education
These slides accompany a webinar hosted by Ellevation and Diane Staehr Fenner. The topic was "ELL Educators and Classroom Teachers: Collaborating for Success," and the topic was on how ELL speclialists and classroom educators can work together to ensure effective implementation of Common Core State Standards (CCSS).
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
ES ELL Tech Integration (for oral presentation)strifman
This document discusses strategies for integrating technology into an elementary school English Language Learner classroom. It proposes using interactive storybooks, presentation aids, lesson design support software, and instructional mobile apps to help ELL students improve their language skills and engagement. Each strategy is explained in terms of its relative advantages and expected outcomes. The document provides several resource links for specific technologies that could implement each strategy, such as websites hosting interactive stories and apps for creating multimedia presentations.
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
Collaborative Partnerships In Educationanisaibrahim
The document discusses collaboration in education between various stakeholders. It describes how student-teacher, parent-teacher, and teacher-teacher collaboration can promote student achievement. Student-teacher collaboration involves co-constructing lessons and assessments. Parent-teacher partnerships benefit students through increased parental involvement. Teacher-teacher teamwork allows for sharing ideas and creating developmentally-appropriate lessons. Overall, collaboration across these groups creates a supportive learning environment.
Cinderella’s Coach or Just Another Pumpkin? Emerging Technologies and the Co...Penelope Coutas
Slides from our paper presentation at the Applied Linguistics Association of AustraliaNational Conference, 12-14 November, 2012 at Curtin University, Perth.
Download the .pptx file to access notes for the slides.
Master cross cultural communication in educationvjay29
Ramli is a 6-year old Singaporean child entering school who speaks Malay as his first language but also uses English and Chinese. He comes from a home where three languages are used but without a clear foundation in any one language. This impacts Ramli's ability to communicate, his social well-being, and emotional state. His school uses inclusive, whole-child approaches like bilingual support, social-emotional focus, and immersive language learning to help Ramli succeed as a lifelong learner.
The document describes a collaborative student film-making challenge called Flick-It-On held in New Zealand between 2010-2012. It provided guidelines for setting up film-making rotations where students learned skills like storyboarding, filming, editing, and adding sound/music to create 2-3 minute films. The goal was to improve digital literacy outcomes and engage students in learning through creating movies.
Policy and Practices: Indigenous Voices in EducationICEM-4
This document discusses indigenous knowledges in Papua New Guinea related to positioning, measurement, and mathematics. It provides examples of indigenous practices for canoe making, string figures, graphs and calculus that demonstrate visuospatial reasoning and parallels to western mathematics. The document also discusses how indigenous languages conceptualize location, direction, and measurement differently than English. It advocates for recognizing and incorporating indigenous knowledges and practices into education through place-based learning, community partnerships, and modifying content and pedagogy to be culturally relevant.
The document discusses digital storytelling for educators, which is using multimedia like images, voice recordings, and music to tell a narrative story. It provides an overview of what digital storytelling is, examples of personal or academic stories, elements to include, and tips for creating and producing digital stories with students. The goal is to engage students and help them demonstrate creative and critical thinking skills through technology.
This document provides information about an EAL learner, including their country of birth, migrant status, language skills, and a quote from the learner about feeling they don't have a strong language. It also includes models of language development, strategies for supporting EAL learners, and the importance of scaffolding language and building on prior experience to make learning accessible.
The document discusses research on the use of ebooks to help young children learn to read. While the research is still limited, some studies have found benefits to ebooks such as increased reading engagement for children ages 3-6, opportunities for independent reading practice, and scaffolding supports like narration, animations and interactive features. Ebooks may provide scaffolding to develop emergent literacy skills like alphabet knowledge, print awareness, phonological awareness and comprehension when they include digital features that mirror evidence-based instructional techniques used by teachers. Overall, ebooks show potential as an engaging medium that can ease classroom implementation and provide individualized practice, but more research is still needed as the literature remains limited.
This document discusses resources for developing 21st century learning skills in young children. It provides an overview of tools on the KRA-L and INFOhio websites that help with kindergarten readiness in key areas like literacy, math, and STEM. It also reviews early learning apps and digital storytelling tools that build skills like phonological awareness, print motivation, and narrative abilities. Finally, it discusses eBooks, videos, games and other resources available through platforms like TumbleBooks, PBS Kids and the World Book database to support literacy from preschool through 3rd grade.
This document discusses using apps to help meet language objectives for English language learners. It begins by stating the objectives of discussing the difference between content and language objectives, Stephen Krashen's Theory of Second Language Acquisition, and apps that address the theory's areas. The theory includes comprehensible input, output, and interaction. Apps are presented that support input through reading and listening, output through speaking, writing and drawing, and interaction through meaningful application. Specific apps like Skitch and ShowMe are demonstrated for annotating on images and recording tutorials. The document aims to show how apps can help ELL students acquire language to be successful in mainstream classrooms.
The GO TO Strategies: Scaffolding Options for Teachers of ELLs-TESOL 2014Laura Lukens
This document summarizes an upcoming presentation on scaffolding strategies for English language learners (ELLs) called "The GO TO Strategies". The presentation will be given at the 2014 TESOL International Convention by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood. It will introduce research-based instructional strategies organized in a matrix to indicate which strategies are best suited for ELLs at different proficiency levels. The goal is to provide tools for teachers to plan rigorous, scaffolded lessons for ELLs as states transition to the Common Core State Standards.
This presentation details best practices for presenting new vocabulary to ELL students for a given lesson. It also includes an example for a formative and summative assessment.
This document discusses the assessment of English language learners (ELLs). It defines ELLs as students who are exposed to a non-English language and culture at home and whose English proficiency prevents them from understanding grade-level material in English. ELL assessments evaluate English language proficiency and academic achievement through tests of English skills, content mastery with accommodations, and state exams. These assessments serve to identify ELLs, monitor their progress, fulfill accountability requirements, and determine when students can transition out of support programs.
Using Response to Intervention with English Language Learnersschoolpsychology
Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
This document discusses standards-based instructional practices for English learners. It outlines that standards consist of content, benchmarks, and performance standards. It also emphasizes using differentiated instruction and content-based instruction to create meaningful learning experiences for English learners that align language development with grade-level content standards. The document recommends using thematic instruction and ongoing informal assessment to support English learners in developing both language skills and academic content knowledge.
Free Webinar for California Educators: Collaborating for Success Ellevation Education
This document outlines strategies for English language learner (ELL) educators to collaborate more effectively with classroom teachers to improve instruction for ELL students. It discusses the changing role of ELL educators and provides tools like conducting an equity audit, reviewing lesson plans for ELL support, developing talking points, and modeling instructional strategies. The goal is to help ELL and classroom educators work more closely together to implement Common Core standards and new ELD standards.
ELL Educators & Classroom Teachers: Collaborating for Success Ellevation Education
These slides accompany a webinar hosted by Ellevation and Diane Staehr Fenner. The topic was "ELL Educators and Classroom Teachers: Collaborating for Success," and the topic was on how ELL speclialists and classroom educators can work together to ensure effective implementation of Common Core State Standards (CCSS).
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
ES ELL Tech Integration (for oral presentation)strifman
This document discusses strategies for integrating technology into an elementary school English Language Learner classroom. It proposes using interactive storybooks, presentation aids, lesson design support software, and instructional mobile apps to help ELL students improve their language skills and engagement. Each strategy is explained in terms of its relative advantages and expected outcomes. The document provides several resource links for specific technologies that could implement each strategy, such as websites hosting interactive stories and apps for creating multimedia presentations.
The English course for your kindergarten.
The playful way for your children/pupils to discover the English language.
Complete set with all important teaching materials:
* 100 clearly structured lessons in a detailed Lesson Plan
* 3 sing & dance DVDs each presenting 6 songs in a variety of video versions
* 406 lareg flashcards illustrating key words and concepts
* 18 full-color storybooks to read out loud
* 1 exercise package to accompany the lessons
Collaborative Partnerships In Educationanisaibrahim
The document discusses collaboration in education between various stakeholders. It describes how student-teacher, parent-teacher, and teacher-teacher collaboration can promote student achievement. Student-teacher collaboration involves co-constructing lessons and assessments. Parent-teacher partnerships benefit students through increased parental involvement. Teacher-teacher teamwork allows for sharing ideas and creating developmentally-appropriate lessons. Overall, collaboration across these groups creates a supportive learning environment.
Cinderella’s Coach or Just Another Pumpkin? Emerging Technologies and the Co...Penelope Coutas
Slides from our paper presentation at the Applied Linguistics Association of AustraliaNational Conference, 12-14 November, 2012 at Curtin University, Perth.
Download the .pptx file to access notes for the slides.
Master cross cultural communication in educationvjay29
Ramli is a 6-year old Singaporean child entering school who speaks Malay as his first language but also uses English and Chinese. He comes from a home where three languages are used but without a clear foundation in any one language. This impacts Ramli's ability to communicate, his social well-being, and emotional state. His school uses inclusive, whole-child approaches like bilingual support, social-emotional focus, and immersive language learning to help Ramli succeed as a lifelong learner.
The document discusses using Talking Books to improve education in rural areas. Talking Books are affordable audio computers that allow students to listen to recorded textbooks, stories, and lessons. They can also take quizzes and copy recordings. Organizations customize Talking Books by recording content from textbooks and creating interactive lessons and quizzes. The Talking Books are distributed to schools and communities. This increases access to education for students, including those who do not regularly attend school or come from illiterate families. It allows more efficient use of limited teaching resources and helps students learn more effectively both in and outside the classroom.
Here are some key points that could be discussed:
- How the arts can be integrated across subject areas to support reading, writing, speaking, listening and language skills. For example, reading a play and analyzing characters, analyzing artwork and forming evidence-based interpretations, creating multimedia presentations.
- How arts integration supports the development of 21st century skills like collaboration, communication, creativity and critical thinking.
- Specific ideas for integrating different art forms like visual art, dance, drama, music into daily lessons and routines to enrich the curriculum and make learning more engaging.
- How arts integration can benefit all students, including English Learners, by lowering affective filters and supporting different learning styles and multiple intelligences.
Minarets High School Curricular and Instructional ProfilesMichael Niehoff
Take a look at how Minarets High School staff profiling their curricular and instructional profiles showcasing their use of standards in the 21st century.
Literacy Bridge partnered with teachers in Jirapa District, Ghana to distribute audio computers called Talking Books to students to improve literacy skills. Approximately 40% of adults in rural Jirapa are illiterate, so the Talking Books allow children to practice literacy like reading comprehension outside of overcrowded classrooms. The Talking Books were well received by students and teachers at Hain Primary School as they allowed independent practice to improve skills like English pronunciation.
2012 TESOL Seminar 3:Auburn Public School presentation KatherineHaratsis
This document summarizes the work of Mallika Das at Auburn Public School to develop English as a Second Language (ESL) skills in refugee students through multimodal texts. The school has a diverse student body with over 35 languages spoken and many refugee families. Das led reception classes for newly arrived students and was part of an intensive English program. Activities included using movement, maps, and excursions to teach about rainforests; reading multimodal texts and creating a class "Big Book"; and analyzing how authors influence readers through language and images. The goal was to support students' language, literacy, and understanding of concepts.
Middle school language arts teacher & her media specialist collaborated on a lesson that involved the writing process, photography, book creation, and Web 2.0 tools BeFunky and The Morgue File. The lesson was based on GPS, which are noted in the presentation. Presentation also includes the grading rubric used by the classroom teacher.
The document discusses using folktales in the language classroom and their benefits. It notes that folktales engage students both emotionally and cognitively, allowing them to learn language and culture directly through characters' experiences. Folktales also convey valuable life lessons to students in a non-threatening way. The document provides examples of how to use folktales, including finding stories, pre-reading activities, reading interactively with students, and post-reading activities like comprehension questions, reviews, and creative writing. It suggests connecting folktales to other subjects and building curriculum units around stories.
Digital delivery for low level literacy studentsMichael Coghlan
This document discusses digital delivery of literacy education for low-level literacy students. It provides background on adult literacy rates in Australia, with nearly half the adult population having problems with literacy. It then discusses various types of literacy like digital literacy and multiliteracy. It considers how to design literacy education for low-level students, emphasizing clear context and purpose, opportunity for creation and interpretation, and support. Possible activities discussed include using images from Flickr to teach tagging, digital storytelling, and apps to support learning.
This document provides 10 ideas for including students with disabilities in literacy instruction. It discusses adapting read alouds, standards, texts, and assessments to meet individual student needs. Strategies include using visual supports, collaborative learning structures, technology, and alternative modes of communication and expression. The overall message is that with adaptations, all students can participate meaningfully in literacy activities.
VoiceThread is a communications platform that allows for rich dialogue and collaboration for K-12 education. It enables audio and video commentary on documents, allowing multiple students to comment simultaneously. Educators can use it to enhance lessons and get students more actively engaged in digital discussions compared to traditional classroom conversations. It provides student accounts that allow creating portfolios and collaborating globally, while maintaining privacy and security. The platform aims to streamline IT infrastructure for schools through a single hosted solution.
School Cultures: Digital Images and Artifacts from the ClassroomNITLE
Michael Svec, Associate Professor of Education, Furman University
This poster describes the creation of a digital archive for use with in-service teachers as a means to engage them in analysis and reflections centering on the culture of their own classrooms. Through comparisons of their space, and materials with those of other schools in different times and countries, teachers examine their underlying cultural messages and then become more deliberate in the creation of their classroom culture.
The document outlines goals and activities for learners to identify advocates, learn advocacy skills, and engage in advocacy through movement. It defines transliteracy and information literacy. Advocacy is described as an ongoing effort to develop support through specific and sustained efforts over time. The last section encourages advocacy for libraries and information access.
This document provides information about scholarship awards, educator awards, grant awards, and the keynote introduction for an event on March 4, 2010. It recognizes several individuals for their work and achievements and outlines projects that grant funds would support, such as purchasing laptops and music education technology.
This document provides information about scholarship awards, educator awards, grant awards, and the keynote introduction for an event on March 4, 2010. It recognizes several individuals for their work and achievements and outlines projects that grant funds would support, such as purchasing laptops and music education technology.
This document proposes using animation technology to supplement reading instruction at Leonardtown Elementary. It found that while both traditional instruction and instruction supplemented with student-created cartoons improved reading comprehension, the improvement was not significantly higher with cartoons. It recommends trying this strategy again with students creating their own cartoons and using color. The document concludes that animation technology appeals to multiple learning styles even if it did not definitively improve comprehension in this study.
Similar to ES ELL Tech Integration with detailed information (20)
The document discusses strategies for integrating technology into the elementary social studies classroom using the TPACK framework. It describes using the internet through adventure learning to connect students' studies to the real world. It also discusses using tool-based software like graphic representations to help students understand abstract concepts through timelines and maps. The document further discusses using productivity software for digital storytelling and instructional software for simulated problem solving environments.
Technology Integration in the ES Math Classroomstrifman
This document discusses strategies for integrating technology into elementary school math classrooms. It provides examples of using the internet, tool-based software, productivity software, instructional software, and skill-building software to address common problems students face understanding math concepts and practicing skills. For each type of software, it outlines the integration strategy, advantages, and example resources and links to support math teaching and learning. The goal is to thoughtfully select technologies that enhance math education.
Presentation to introduce nutrition concepts to elementary school students -best suited for Grades 2-4 but could be adapted for other grade levels as well.
Created as a project for EdTech541 Class at Boise State University.
Presentation for lesson on networking for students in grades 4-8. May also be presented as an in-service opportunity for teachers of students in these grades to learn how to introduce these ideas to their students.
We are students at the American International School of Johannesburg, located on a property with sports facilities like a pool, tennis courts, and basketball courts. There are 14 children in our class who come from 10 different countries including South Africa, USA, and others. Our core subjects are Writing, Reading, Math, and English, and our special subjects include PE, Art, Spanish, and Music. In Science class, we have fun experiments that make learning interesting.
This is an original fairytale called "The King and the Queen Go To the Castle" that was narrated, written, and illustrated by KA for their class. The students collaborated to create a complete story presentation that varies slightly between the narration and written work. They worked hard on it and hope others enjoy viewing it.
Main Java[All of the Base Concepts}.docxadhitya5119
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
1. +
Tech Integration
in the
Elementary School
English
Language
Learners (ELL)
Classroom
Susan Weitzman-Trifman
EdTech541
Fall 2011
2. + se TPACK
U
To
Math Math Math understand,
Content PCK Pedagogical plan and
Knowledg Knowledge develop
e (PK) technology
Math
(CK) TPCK enriched
Math
Math curriculum
TCK
TPK
Math Technological
Knowledge (TK)
3. Problem Statement
+
Students need
maximum
exposure to
books – both
reading them
and listening
to them being
read.
4. + sing
U the Internet
Integration Strategy
“Interactive
storybooks
support
language
acquisition”
(Roblyer and
Doering, 2010, p.304)
Photo used through Creative Commons from Pablo Lara H
5. Interactive Storybooks
+
Relative Advantage
• Authentic language
interaction in a less stressful
environment
• Readings can be
individualized for varying
language levels in a class
• Students can adjust
programs to meet their
needs, i.e. read aloud or
not, vocabulary help, etc.
Photo used through Creative Commons from Callum MacDonald
6. Interactive Storybooks
+
Expected Outcomes
• Students’ English
listening, reading,
vocabulary and
comprehension levels
improve
• Students are
motivated to continue
reading in English
Photo used through Creative Commons from Callum MacDonald
7. Interactive Storybooks
+
Resources & Links
ABC Mouse
Books and other activities for beginning readers.
http://www.abcmouse.com/school#abc/bookshelf
8. Interactive Storybooks
+
Resources & Links
Starfall
This site’s systematic phonics approach, in
conjunction with phonemic awareness
practice, is perfect for English language learners
(ELL).
http://www.starfall.com
9. Interactive Storybooks
+
Resources & Links
PBS’s
Between the
Lions
These folktales
and fables are
best for ELL
students in
Grades 2-5
http://pbskids.org/lions/stories
10. Interactive Storybooks
+
Resources & Links
Mighty Books
This site helps kids
discover the joy of
reading with
hundreds of
animated, read-
aloud story books
and songs
http://www.abcmouse.com/school#abc/bookshelf
11. Interactive Storybooks
+
Resources & Links
Storyline Online
This site is
sponsored by
the Screen
Actors Guild. It
features
celebrities
reading
children's books
http://www.storylineonline.net
aloud.
12. ProblemStatement
+ roblem Statement
P
Students
need tools to
help them
demonstrate
their
language
skills.
Photo used through Creative Commons from Coventry City Council
13. Tool Based Software
+
Integration Strategy
“Presentation
aids
help...students
demonstrate
their range of
language skills”
(Roblyer and
Photo used through Creative Commons from Coventry City Council
Doering, 2010, p.304)
14. Presentation Aids
+
Relative Advantage
• Provides opportunities for
students to listen, speak,
read & write
• Reduces student stress &
helps them focus on
presentations
• Helps scaffold students’
language use
• Easily shared with a wide
Photo used through Creative Commons from Anthony Kelly
audience
15. Presentation Aids
+
Expected Outcomes
• Students learn
effective language
and presentation
skills
• Presentations are
more
understandable and
interesting
Photo used through Creative Commons from Anthony Kelly
16. Presentation Aids
+
Resources & Links
Max Show (part of Max’s Toolbox)
and Scholastic Keys
Simplified versions of Powerpoint for younger ELL students
http://www.maxstoolbox.com/En- http://www.tomsnyder.com/products/product.a
Au/Educators/Pages/Home.aspx sp?SKU=KEYK07
17. Presentation Aids
+
Resources & Links
Museum Box
This site provides the tools for you to build a
description of an event, person or historical
period by placing items in a virtual box.
http://museumbox.e2bn.org/index.php
18. Presentation Aids
+
Resources & Links
Thinkport’s
Create a Museum
With this tool,
students can select
objects and images
and add text for
each item in their
private virtual
“museum”
http://museum.thinkport.org collection.
19. Presentation Aids
+
Resources & Links
Bubblr
With this tool
students
search Flickr by
tag or by user
for a photo,
then add text
in comic
bubbles to go
with it.
http://www.pimpampum.net/bubblr/index.php
20. Problem Statement
+
Teacher has
difficulty
designing
lessons and
units for a
wide variety
of students.
Photo used through Creative Commons from Greg Turner
21. Productivity Software
+
Integration Strategy
“The Internet
holds a wealth of
lesson design
support resources
to help
…teachers
prepare for and
carry and Doering, 2010, p.308)
(Roblyer out lessons.”
22. Lesson Design Support
+
Relative Advantage
• Endless 24/7 resources
from people in the field
• Network and share ideas
& concerns
• Projects and programs
evaluated so you can
pick & choose the best
• Chances for professional
development
Photo used through Creative Commons from Matthew Freeman
23. Lesson Design Support
+
Expected Outcomes
• Teachers plan and
execute fantastic units
and lessons
• Instruction differentiated
for individual needs
• Students learn more!
Photo used through Creative Commons from Matthew Freeman
24. Lesson Design Support
+
Resources & Links
English Raven
EFL/ESL resources
site created by
Jason Renshaw
with a focus on
practicality as
well as
innovation.
http://www.englishraven.com/main.html
25. Lesson Design Support
+
Resources & Links
Dave’s ESL Café
A meeting place for ESL + EFL teachers and
students from around the world
http://www.eslcafe.com/ideas/index.html
27. Lesson Design Support
+
Resources & Links
ESL Lounge
This site gives free
access to
hundreds of ESL
lesson plans and
materials that
http://www.esl-lounge.com/siteguidetop.shtml
can be used for
communicative
English lessons in
the classroom.
28. Lesson Design Support
+
Resources & Links
BBC’s
Teaching English
This site provides free
classroom materials to
download. There are
also articles on aspects
of teaching, and free
teacher development
http://www.teachingenglish.org.uk and teacher training
materials.
29. + roblem Statement
P
Students need
differentiated
language skills
practice where
they can work at
their own speed.
30. +nstructional Software
I
Integration Strategy
“Interactive
software for
handheld
(mobile) devices
provide students
with language
skills practice.”
(Roblyer and Doering,
2010, p.304)
31. Software for Mobile Devices
+
Relative Advantage
• Individual
practice
• Practice in
following oral
English direction
and reading
• Expanded
opportunities for
language
acquisition
Photo used through Creative Commons from LE Eyes
32. Software for Mobile Devices
+
Expected Outcomes
• Student language
skills improve
• Student technology
skills improve
• With some software,
students create
original work that
they can share with
others.
Photo used through Creative Commons from LE Eyes
33. Software for Mobile Devices
+
Resources & Links
Toontastic
This creative
learning tool
empowers kids to
draw, animate,
and share their
own cartoons
through
imaginative play
http://itunes.apple.com/us/app/toontastic/id404693282?mt=8
34. Software for Mobile Devices
+
Resources & Links
SoundNote
This application
helps students take
notes by tracking
what they type
and draw while
recording audio
http://soundnote.com
35. Software for Mobile Devices
+
Resources & Links
Mad Libs App
Students can practice vocabulary, parts of
speech and more, then share their stories with
others.
http://itunes.apple.com/us/app/mad-libs/id326885152?mt=8
36. Software for Mobile Devices
+
Resources & Links
AudioBoo
An
application
for students to
record and
share voice
with a mobile
device. Free
version
available.
http://itunes.apple.com/us/app/audioboo/id3052
04540?mt=8
37. Software for Mobile Devices
+
Resources & Links
PlayTime Theater
Students make original “plays” with this
application for mobile devices.
http://itunes.apple.com/us/app/playtime-theater/id411289693?mt=8
38. Software for Mobile Devices
+
Resources & Links
PhotoCard
Instructions
Students
learn how to
send virtual
(or
physical)post
cards after
watching this
http://www.youtube.com/watch?v=eSvDbdWFBSM video.
39. Software for Mobile Devices
+
Resources & Links
My Language
Translator for
mobile devices
can help
students learn
new phrases.
http://www.mylanguage.me
Demonstration of this app (next slide=13 minutes long):
http://www.youtube.com/watch?v=YoHuWzuaS6A
40. References
+
Dale, J. (2011). Mfl edapps [Web log message]. Retrieved from
http://mfledapps.posterous.com/?page=1
Darrow, D. (2011). K-5 ipad apps according to bloom's taxonomy.
Edutopia, Retrieved from http://www.edutopia.org/ipad-apps-
elementary-blooms-taxomony-diane-darrow
Roblyer, M.D. & Doering, A.H. (2010).Integrating educational
technology into teaching. (fifth ed.). Boston, MA: Pearson
Education, Inc.
Schrock, K. (2011, August 25). Bloomin ipad [Web log message].
Retrieved from http://kathyschrock.net/ipadblooms