Integrating Technology Tools to Enhance ESL

This document provides ideas for using technology in the classroom to enhance learning. It introduces the SAMR model for integrating technology, which includes substitution, augmentation, modification, and redefinition of learning tasks. Examples are given for using audio, audiovisual tools, e-readers, digital storytelling, Twitter, and game-based learning. Teachers are encouraged to test new technology ideas against learning models, aim for transformation of learning, and get support or feedback before implementing activities.

This document discusses using smartphones and tablets (BYOD) in the classroom. It begins by asking questions about BYOD and defining it as students bringing their own internet-connected devices to class. It then discusses reasons to encourage BYOD, including keeping students engaged, easily gathering student data, and providing a study tool. Both arguments against and research supporting BYOD are presented. Examples of apps that can be used with BYOD like Nearpod, Socrative, SeeSaw, and Plickers are described. Potential issues with BYOD like access and technology problems are addressed. The document concludes by providing a checklist for determining if a technology is appropriate for one's teaching context.

The document discusses using technology to teach foreign languages at SEM. It describes SEM's foreign language program in Spanish and French, which includes a tablet program and SMART board equipped classrooms. The goal is to produce fluent speakers well-versed in various cultures. It discusses using technology to help students practice and improve their speaking, listening, reading, and writing skills through online exercises, videos, authentic materials, and collaborative projects.

This document discusses using technology to support English language learners (ELLs) at Hempfield High School. It describes how the technology coach works with ESL teachers to provide ELL students access to technology. Projects for ELL students include creating a digital tour book of the school and producing podcasts. The goals are to develop English skills while creating meaningful projects. Future ideas discussed include creating instructional videos and translating materials for parents.

Presentation to Boston Public Schools Principals & Headmasters at the 2012 School Leader Institute on selecting technology tools to support diverse learning needs of students.

The document discusses using technology to encourage reading and writing among students. It outlines several ways that technology can be leveraged, including word processing, PowerPoint, photo story, wikis, podcasting, and websites. Specific applications that are mentioned include Word 2007, Google Docs, PowerPoint, Photo Story, PB Wiki, Wet Paint WikiSpaces, and podcasting. The document argues that technology provides resources to motivate students and allows them to practice literacy skills in an engaging way.

This document discusses how hybrid/blended learning features can enhance writing classes by packing more learning into them. It provides examples of activities that can be moved online, freeing up class time for hands-on writing guidance. Some benefits mentioned are promoting learner autonomy, less grading for teachers through automated feedback, and addressing objectives that don't always get class time. Several learning platforms are described that can be used to create online units, including Nearpod, Versal, Quizlet, and Blackboard. Examples are given of how the author has used these platforms, such as for APA style guidance and peer review discussions.

This document provides guidance for using technology to support English language learners (ELLs) in the classroom. It recommends using images, multilingual books, and applications like Rosetta Stone, podcasts, and blogs to help ELL students build vocabulary and language skills. Specific strategies discussed include using software programs individually on laptops to learn at each student's own pace, having students blog daily assignments of 100 words, and creating PowerPoint presentations for country reports to aid oral presentation skills. The document emphasizes that technology can individualize instruction, promote cooperation, and increase engagement for ELL students.

This document provides an overview of easy technology tools that can be used in the classroom, including word clouds, voice recording tools, digital cameras, and Twitter. It describes how each tool works, provides example activities for how it can be used, and links to additional resources. The document encourages teachers to try out the tools themselves in order to develop classroom activities. It also provides information on how to get started with Twitter and participate in weekly #ELTChat discussions.

The document discusses the use of technology in language classrooms. It describes how computer-mediated language learning (CALL) emerged in the 1980s using computer programs for exercises and feedback. Technology-enhanced language learning (TELL) developed in the 1990s with the rise of the internet and web-based tools. Basic uses of technology included computer rooms for projects, CD-ROMs for group work, and email/word processing for assignments. Newer technologies support oral interaction through video chat, simulated environments for identity exploration, and written interactions through messaging and chat rooms. Technologies also aid pronunciation practice, reading with multimedia supports, and writing through discussion forums, blogs and wikis. Effective implementation considers teacher skills, facilities, and using the

This document discusses radical tolerance, intersectional feminism, and intersectional feminist pedagogy as approaches for working with English language learners. It advocates adopting a teaching philosophy that emphasizes fair representation of all students and viewpoints. Specific suggestions are provided, such as assuming students arrive with prior knowledge, learning their names, demonstrating care, allowing student input, using modified culture circles, and practicing affirmative action. The goal is to empower marginalized voices and question forces that disadvantage students.

This document discusses the use of technology in language learning. It begins by explaining how technology can be used as a teaching resource or to enhance language learning experiences. It then provides examples of how technology can be used in the classroom as an instructional tool, for delivering content, or as the content itself. The roles of both the teacher and students in a technology-integrated classroom are outlined. The document also discusses benefits of multimedia and computer-assisted language learning (CALL) programs. It examines the effectiveness and advantages of technology in language learning, including examples like Duolingo and FluentU, before concluding by discussing potential disadvantages.

This document provides information about various professional development opportunities and resources for teachers. It discusses the Lutheran Educator's Conference in California, the Apple Education Conference in Phoenix, and individual Apple lessons in Tucson. It also describes sessions at the Lutheran Educator's Conference on using Google Earth and supporting students with learning disabilities. Finally, it outlines the Technology Teacher Toolkit created by Perry Bresemann, which provides an overview of 20 tools for 21st century teachers and additional resources.

Librarians collaborated with instructors in food science, globalization, and English 102 courses to embed library resources and instruction directly into the courses' Blackboard sites. This allowed librarians to communicate with and support students through announcements and assignments. Most students responded positively to the online library content and interactions through Blackboard. Based on this success, librarians created online video tutorials starring a fictional student "Joe Vandal" to teach essential research skills. The videos have been well-received by students and effectively used across classes and contexts. Librarians are available to further partner with instructors in tailoring library instruction and content within Blackboard courses.

Nancy Harris from the University of Phoenix presented on using iPod apps and BrainPOPs to enhance curriculum and instruction. The iPod can be used creatively to help students improve reading and writing skills. BrainPOPs is an animated educational resource that can be used across subjects to engage students. It was shown that iPods and BrainPOPs can be implemented in the classroom to differentiate instruction, accommodate different learning styles, and provide flexible learning opportunities for students.