By: Frederick Brown and Marium Khawaja

A lot of money has been invested into computer technology in order to improve teaching practice;

With the change in time, our curriculum documents have come to include use of computers and other technical forms

Allows students to demonstrate their learning in a variety of ways.

The purpose of this presentation is to: find out if technology (the Internet and

softwares) helps in English language acquisition;

to explore various sources and forms of technology available to us;

how we can incorporate them into our teaching practice.

Foreword and Purpose Definition of Technology Technology Pyramid Forms of Technology Questions and Discussion Curriculum Documents Theory- Does Technology help in English Language

Acquisition? Application: Tumblebooks, Softwares and the Internet Advantages of using Technology Application Strategies Questions and Discussion Conclusion Q & A

Theoretical knowledge of industry and the industrial arts

The means by which material things are produced, as in a civilization

The application of the science and of technological advances in industry, the arts, etc.

The coming together of the head and the hand (academic and physical)

The other way up “resources pyramid” (Hadfield,Harmer, 175)

“We should not see them as methodologies for learning, but rather as tools to help us in whatever approaches and techniques we have chosen to use.” (Harmer, 176)

What is the pedigree? Who gains? Why is this the best way to do it? Does it pass the T.E.A. test? What future possibilities does it open up? How can I make it work?

What kinds of technology are being used in the classes/courses you teach?

How effectively do you think you are using them?

Do you think instructors/teachers are skilled enough to use technology in their teaching practice?

How many of your early ELLs have had the exposure to using some kind of technology?

What are they like when they are using technology? How comfortable are they?

Primary Division:Supporting English Language Learners- A practical guide

for Ontario educators (Grades 1 to 8)

Organizational Strategy: gather learning materials that students can use independently or with a buddy, such as picture books with tapes, interactive CD-ROMS, etc. (p. 57).

Instructional Strategy: teach students to use the computer and/ or level-appropriate software (p. 58).

Students are identified and placed on the stages based on their computer competence:

Stage 1: ‘begin to use computers for writing activities’ (p. 101)

Stage 2: ‘use computers to begin to develop word-processing skills’ (p. 101)

Stage 4: ‘use word-processing and graphics programs for publishing’ (p. 105)

Secondary DivisionEnglish as a Second Language and English Literacy Development

for grades 9-12

“computer programs can help students collect, organize and sort the data they gather, and write, edit, and present reports on their findings” (p. 53).

Socio-cultural competence and media literacy: understand, interpret and create media texts (e.g.,

obtain information from websites etc.). (p. 67)

Reading: extract information for research (e.g., print and electronic

magazines, television and radio broadcasts, internet blogs, public-library websites) (p.75, 99)

identify the characteristics of some simple text forms (e.g., e-mails) (p.134)

locate information in simple texts relating to the school and community, and connect it to personal experiences and previous reading (e.g., the internet) (p. 135)

use a number of resources to build vocabulary and to determine the meaning of unfamiliar words (e.g., online encyclopedias)

read a wide variety of increasingly complex texts (magazine articles, online and print encyclopedias) (p. 166).

Writing: publish writing piece by selecting and using the elements of

effective presentation (different font size, imported internet images, text boxes) (p. 113);

write short texts to express ideas and feelings on personal and familiar topics using some simple forms (e.g., simple e-mail messages, greeting cards etc.) (p. 136);

write longer texts to express ideas and feelings using a variety of forms (e.g., poems, journals, e-mails or letters, text-messages) (p.158)

use a variety of spelling strategies to spell words accurately (e.g., refer to dictionaries, electronic spell checkers) (p. 159).

Transformational Practices: encourages teachers to use softwares, such as, Co-

Writer, Write Outloud and Premier; tools, such as, SMART boards, LCDs and visual organizers, such as, Smart Ideas into daily programming (p.35).

“embedding the use of technological and

maniplulative thinking tools into teaching, learning and assessing mathematical components in any subject area supports the development and demonstration of conceptual understanding” (p.37).

1960s and 1970s: behaviorist approach for CAI existed in which language instruction was introduced in the form of drill and practice (Butler-Pascoe & Wiburg, 2003; Stevens, 1989).

research proved that such isolated drill and practice is not an effective way to improve students' academic achievement (Butler-Pascoe & Wiburg, 2003; Hativa, 1988; Wenglinsky, 1998).

1980s and 1990s: focus was on the cognitive and language proficiency needs of ESL students, aka, content-based teaching – constructivist approach

1990s to Present: focus is on students constructing meaning (with computers).

Lev Vygotsky: Learning is Assisted Performance. It takes place when someone more knowledgeable works with a learner in his/her zone of proximal development and provides them with scaffolding.

Howard Gardner’s Multiple Intelligences: musical, verbal, visual, kinesthetic, logical, intrapersonal and interpersonal.

Motivation: Having fun! Tapping into student interest

Fred: Read, Write Gold Fred: Math Trek Marium: Smart Ideas, Look for similar softwares

PDSB website Explore own school’s website and find links www.linktolearning.com

Computer technologies and the Internet are powerful tools for assisting teaching and learning

Problem solving is the focus. The Internet, as well as some simulation software, provides a stage for the real world where students observe, think, question, organize and test their ideas

through collaborative technology activities, students benefit from working with each other.

Technology has also created a great way to communicate with people in different cultures. For instance, the Internet offers a worldwide learning environment that makes distance communication fast and affordable. By using the -cultural cooperative groups can be built up- compensates for a variety of backgrounds

Non-threatening way of teaching Technology excites students in ways that normal textbooks cannot It also gives ELLs the ability to control their own level of learning Caters to different learning styles

Technology could be used to: Revise Edit Produce more Produce better work Take risk in learning Research (collaborating with the school librarian)

Do you think it would be beneficial to expose ELLs to computer technology? Why?

What are the advantages to using technology? What might be a problem with using

technology in your classroom? What would you propose to your school

administrators/boards?

Flowchart Green Screen “Software helps to mix text and visuals with audio

tracks so that the pictures can dissolve or fly off the screen and music, speech, and film can be integrated.” (Harmer, 187)

Q & A

THANK YOU!!!