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T E S O L I n t e r s e s s i o n P r e s e n t a t i o n :
C o m p u t e r - A s s i s t e d L a n g u a g e L e a r n i n g ( C A L L )A n d E l e m e n t a r y E d u c a t i o n I n t e r e s t S e c t i o n s
* * * * * * * * Presenters: Dr. Christel Broady, Dr. Karen Kuhel, Ellen
Dougherty, Margaret McKenzie, Stacey Abbott, Sandra Annette
Rogers, and Benjamin Fabie
Technology in ESOL Classrooms & Preparing Teachers for Successful
Integration
SESSION SUMMARY
The panel explores successful integration of
technology in ELL elementary classrooms, considering
the why (research findings) and how (practical examples
and demonstration of technology). It also discusses
training: 1) how teachers can be successfully prepared
in teacher education programs, and 2) two online TESOL
professional development opportunities in technology.
Karen Kuhel Teacher Educator
Ellen Dougherty Doctoral Candidate
Margaret McKenzie District Administrator
Stacey Abbott Asst. Principal
Sandra Rogers Higher Ed
Ben Fabie Teacher
Christel Broady Teacher Educator
THE PRESENTERS
TECHNOLOGY INTEGRATION INTO TESOL TEACHER
EDUCATION PROGRAMS
Dr. Karen Kuhel
Kennesaw State University
Dr. Christel Broady
Georgetown College
THE NEED FOR TECHNOLOGY IN TEACHER EDUCATION
PROGRAMS
Technological natives vs. technological immigrants
Resistance based upon lack of understanding• Teacher Educator• Preservice Teacher• Practicing Teacher
Need to meet teacher education program
standards*• Accreditation
• P-12 – NCATE• General Education
• Common Core• NETS
• TESOL• TESOL technology standards
*example is from the United States
THE HOW OF TECHNOLOGY IN TESOL TEACHER
EDUCATION PROGRAMS
Stand alone technology course
Introductory technology course +
intentional systematic embedding of
technology throughout rest of program
Only intentional systematic embedding
of technology throughout program
THE PEDAGOGY OF SUSTAINABILITY
Develop knowledge and skills to consider which
technology best meets the needs of a specific
teaching/learning situation
Develop skills in specific technologies
Develop Communities of Practice in order to
sustain systematic appropriate use of technology(ies)
for academic achievement
DETERMINE WHICH TECHNOLOGY BEST MEET THE NEEDS OF A SPECIFIC
TEACHING/LEARNING SITUATION
Pedagogically, how can teacher education programs help
preservice and practicing teachers become reflective
consumers of technology?
Situate technology learning and application within the content
and context of the classroom;
Stress active reflection on the effectiveness of all areas of
instruction (content, language, and technology);
Utilize project-based collaborative learning
Draw on resources from others who have a long history of using
technology to develop differentiation of instruction
-- http://cast.org/udl/index.htmlhttp://bookbuilder.cast.org/model.php
IN KENTUCKY, ALL TEACHERS ARE ESL
TEACHERS
WHERE TO BEGIN?
COLLABORATION OF REGULAR TEACHERS
WITH ESL SPECIALIST
CREATING
Communities of
Practice
Via
Asynchronous Technology
And Social Media
TECHNOLOGY
AUDIO…DOWNLOADABLE
VIDEOS..…MODELS OF BEST
PRACTICE
of
ASSESSMENT TIPS
ACCOMMODATIONS
CULTURAL INFORMATION
PSYCHOLOGICAL INFORMATION
NON VERBAL COMMUNICATION
http://twitter.com/GeorgetownESL?evid=UPFM
fuTrr0SbgmK9h30o%2F0zwNtW%2FKdbK1F5Z
z%2FpY3q4%3D&utm_campaign=newfollow20
100823&utm_content=profile&utm_medium=e
mail&utm_source=follow
WEBPAGE
http://kentuckyclassroom.org/georgeto
wnesl
/
Should represent the latest professional
news and development
WIKI
Build Knowledge
PROFESSIONAL LEADERSHIP
Become an active member in professional
organizations
Contribute to the profession
Model advocacy on the levels of school,
state, and beyond
CONSULTATION
Skype Google Chat Google documents for
review Drop Box
HOW WILL TEACHERS BE PREPARED?
5 ESL Endorsement courses weaving
technology with content, accreditation
standards, Praxis exam content, and
anything else required of a program.
Practical examples:
TECHNOLOGY IN COURSE WORK
Methods: • Technology Review Project• Lesson Plan using technology
Assessment:
• Analysis of all assessments one ESL student undergoes• Design of a school-wide PD via technology
Linguistics• Electronic voice and writing sample analysis• Creation of e-book for all candidates
Cultural Communication• Thorough www research on one culture and language
group, interviews, home visits, PD via technology Leadership
• Analyze school data of ESL students electronically• Design of a school-wide PD via technology
TECHNOLOGY INTEGRATION –
THE SCHOOL DISTRICT
PERSPECTIVE
Margaret McKenzieCobb County Georgia School District
COBB COUNTY SCHOOL DISTRICT
WHO ARE WE?
• Second largest school
district in GA
• 114 schools
• 106,642 students
• 8,000 ELLs and 2,000
ELL-Ms
SOME DISTRICT LEVEL CHALLENGES
ESOL teachers spread over wide area and in
multiple schools
Limited face-time for district staff to meet with
school level staff
Limited technology support and training
Highly transient population
“Administrators play a pivotal role
in determining how well
technology is used in our schools.”
http://www.iste.org/standards/nets-for-administrators.aspx
iste (International Society for Technology in Education)
NETS-A (National Educational Technology Standards)
T H E H A L L M A R K S O F T H E N E W S C H O O L L E A D E R
Critical understanding:
1. For administrators to create and sustain a culture that
supports digital-age learning, they must become comfortable
collaborating as co-learners with colleagues and students
around the world.
T H E H A L L M A R K S O F T H E N E W S C H O O L L E A D E R
Critical understanding:
2. In today’s digital learning culture, it’s less about staying
ahead and more about moving forward as members of
dynamic learning communities. Administrators convey a
vision for technology infusion and ensure development of
their own technology skills and those of others.
I S T E N E T S A N D P E R F O R M A N C E I N D I C A T O R S F O R A D M I N I S T R A T O R S ( N E T S - A )
1. Visionary Leadership
2. Digital-Age Learning Culture
3. Excellence in Professional Practice
4. Systemic Improvement
5. Digital Citizenship
SO…HOW CAN TECHNOLOGY HELP DISTRICT LEVEL STAFF
SUPPORT THEIR COLLEAGUES IN HIGHER ED AND ON THE LOCAL
SCHOOL LEVEL?
QUICK ACCESS TO INFORMATION AND RESOURCES
Websites or blogs
Cobb ESOL Blog
Cobb FL/ESOL Tech Integration Blog
ONLINE COLLABORATION
Wikis (PBWorks)
GoogleDocs
DropBox
Blackboard
Skype
INFORMATION GATHERING
GoogleDocs – online forms, spreadsheets
TECHNOLOGY INTEGRATION INTO THE ELEMENTARY CLASSROOM – SCHOOL
ADMINISTRATIVE PERSPECTIVE
Stacey Abbott
Cobb County School District
BELMONT HILLS ELEMENTARYWHO ARE WE?
45% African American
54% Hispanic
1% White & other
Highest poverty school in Cobb County,
GA
98.5% Free Reduced Lunch
50+% transience rate
45+% ELL or ELL-M
•ENTIRE CERTIFIED STAFF HAS ESOL CERTIFICATION OR ENDORSEMENT (1 ½ YR)•ALTERNATIVE MODEL APPROVED BY THE STATE-REDUCED CLASS MODEL SERVING STUDENTS WITHIN GENERAL ED BY ESOL/GEN ED TEACHERS
USING TECHNOLOGY WITH ELLS
SCHOOL ADMINISTRATION LEVEL
Develop Teacher Buy-In
Dedicate Support & Materials
Dedicate Time
Develop Accountability
OUR STAFF BACK THEN
Early Adopters
Apprehensive Adopters
Reluctant
Adopters
DEVELOPING BUY IN
Started in select classes
Self taught
Found or created their own resources
Ran with it…never looked back
Became grade level support
Started to wonder if they might want to try it
Technology integration specialist worked with teachers who needed/wanted more support
Dedicated TIS for 3 years to build confidence and ability to use technologies
Team teaching-see it n action
Grade level support to help each other
Monitoring for Student Achievement- Built Accountability
DEDICATE SUPPORT & MATERIALS
Initial training to use new technology provided by companies
(Promethean, Active Studio/Inspire)
Local school Technology Integration Specialist continued
support during collaboration time (document cameras, CPS,
iRespond)
Continued to purchase/seek curricular resources to use with
technologies
Recently added an ipod cart for use with ELLs
DEDICATE TIME
Collaboration- 2 hour protected collaboration
(Learn, hyperlink into units, skype)
Unit planner development-use of shared
drive
Peer Observations to learn from each other
DEVELOP ACCOUN TAB IL ITY
Easy to “drop” as
learning gets layered
on…
Builds Transparency
D E V E L O P
A C C O U N T A B I L I T Y
A reminder to practice
what has been learned
Evens out the playing
field
Creates a need for
collaboration
TECHNOLOGY INTEGRATION INTO THE ELEMENTARY CLASSROOM –
TEACHER PERSPECTIVE
Benjamin Fabie
Belmont Hills Elementary
TECHNOPHOBIA
“Although my hands do get dried out, a chalk holder is not for me. I have technophobia.”
21S T CENTURY CLASSROOM
During the 2007-2008 school year, the Cobb
County School District in Georgia launched the
“21st Century Classroom” project, which included
placing IWBs in every working classroom within
seven demonstration schools.
“The 21st Century Classroom initiative will turn
classrooms into high-tech, interactive learning
environments at the seven schools.”
PROMETHEAN ACTIVBOARD
SOFTWARE PROGRAMS
ActivStudio
ActivInspire • Flipcharts • Teacher/student created
• Steal with zeal!
• www.prometheanplanet.com
• Collaborative sharing on school server
STUDENT RESPONSE SYSTEMS
INTERACTIVE OR TEACHER-ACTIVE
CENTERS-BASED CLASSROOM
STUDENT FOCUSEDStudent Response
Systems Multiple Pens
DOCUMENT CAMERA
Sharing student work Camera and Video
KINDERGARTENERS AND TECHNOLOGY?
NEW ADVENTURES!
Ellen DoughertyUniversity of Nevada Las
Vegas
CONDITIONS FOR OPTIMAL LEARNING ENVIRONMENTS (EGBERT
& HANSON-SMITH, 2007)
Interact & negotiate meaning
Interact in target language with authentic audience
Involved in authentic tasks
Exposure to and encouraged to produce varied & creative
language
Sufficient time & feedback
Guided to attend mindfully to learning process
Atmosphere with ideal stress & anxiety level
Autonomy is supported
GOOGLE EARTH
• Streams over wired /wireless
networks
• Users travel virtually
• Photographic detail
• 3D model based on satellite
images
• Space level
• Street level
• Google Earth, Sky, Moon, Mars
• Google Tour
•Streams over wired /wireless networks•Users travel virtually•Photographic detail•3D model based on satellite images•Space level•Street level•Google Earth, Sky, Moon, Mars•Google Tour•www.earthgoogle.com
WORD
PROCESSING
* Basic Literacies
* Follow directions
• Attention to detail
• Microsoft Office
• Google Docs
•The Important Book by
Margaret Wise Brown
http://www.writingfix.com/Picture_Book_Prompts/ImportantBook1.htm
FAST FORWARD
•Builds reading & language
skills
•Phonological awareness
• Sound sequencing
• Language structures
•Emphasizes link between
spoken & written language
• Fine motor skills
• Hand-eye coordination
• Pattern recognition
•Color-shape identification
•http://www.scilearn.com/pr
oducts/fast-forword-langua
ge-series/
IPOD TOUCHVoice Memo
• busuu.com - Interactive language
courses
• Learning English –New York Times
• Story Kit - Int. Children’s Digital
Library
• Conversation English
• Allen English – Grammar
• ESL - Innovative Language Learning
• Scrabble
• Kaplan TOEFL Vocabulary
• HubbleSite.org
https://rlimberg.wikispaces.com/Ipod+Touch
PROFESSIONAL DEVELOPMENT
Sandra Rogers
University of South Alabama
I N D E P E N D E N T O N L I N E L E A R N I N G O P P O R T U N I T I E S
1. TESOL's Principles & Practices of Online
Teaching (PPOT) Certificate
This yearlong course hosted by TESOL is conducted at the
University of Wisconsin-Eau Claire via online
This certification is for Teaching English to Speakers of Other
Languages (TESOL); however, it's open to anyone from any field.
PPOT courses encourage social networking and highlights the
free online tools that could be used for educational purposes.
PPOT CERTIFICATE
Sample Coursework: Foundation course
(history of online teaching, methodology and
research findings), Creating and Using
Multimedia Online, Teaching Reading and
Writing Online, Teaching Listening Online,
eCommerce for Teachers and Administrators,
and a Completion course (final projects,
debriefings, and summation).
ELECTRONIC VILLAGE ONLINE (EVO)
2. TESOL's CALL-IS Electronic Village Online (EVO)
CALL-IS actually created the PPOT Certificate program. EVO takes place
annually during the first part of the year and is not a certificate course; it
provides various sessions free of charge.
To get involved next year, look for announcements for the call to participate
in December of this year for EVO 2012. These announcements are generally
shared on the TESOL list serves, so make sure you join the one connected to
your interest section.
Even though the session has ended, you can still view the content covered.
Generally, the sessions are participatory and conclude with a final project.
Therefore, there are numerous projects to view that include sample lesson
plans, blogs, wikis, videos, photography, audio files, etc.
EVO'S MISSION STATEMENT
The EVO is a creation of TESOL's CALL Interest Section. In
this age of electronic communication, it seems a natural way
to bring the issues of our profession to the international stage.
Our goal is to allow learning anywhere, anytime, with as little
expense as possible. Thus EVO moderators and trainers are all
volunteers, and participants need only provide their own
Internet access to take part in activities. Contribution as a
Moderator is a significant act of volunteerism, and forms an
important service to our profession.
