Dr. Deborah Healey, University of Oregon
Orange County webinar, January 23, 2012

What do learners need?

Comprehensible input

• Authentic or adapted
• Scaffolding

Motivation

• Social connections
  
• Meaningful practice

Time

• Time on task
• Practice time – re-viewing
  

Scenarios

Based on TESOL Technology Standards: Description, Implementation, Integration

Technology Standards: A simple listingof the Standards is available at http://www.tesol.org/techstandards/

Elementary grades: Building writing skills – Family Stories

• Learner Goal 3 Standard 1

Learner Goal 3: Language learners effectively use and critically evaluate technology-based tools as aids in the development of their language learning competence as part of formal instruction and for further learning.
Standard 1: Language learners effectively use and evaluate available technology-based productivity tools

• Writing and illustrating stories about their families, with roles: writer – decider – illustrator
  
• Students work in small groups and take turns adding illustrations to a template
• Teacher provides stock phrases, and students add to them
  
• Teacher provides photos or students scan their own photos
• Students present their stories to the group
  

Grade book - any level

• Teacher Goal 4 Standard 3

Goal 4: Language teachers use technology to improve communication, collaboration, and efficiency.
Standard 3: Language teachers apply technology to improve efficiency in preparing for class, grading, and maintaining records.


• Teacher looking to increase students’ self-assessment
  
• Use of classroom management system (CMS) tools
• Grade book with weekly grades that students can access, either within the CMS or at a standalone site
• Checklist with written comments in private folders, stored on a central server or within the CMS
  
• Students write for 30 minutes
• Students track theirword count in a spreadsheet with a graph
• Teacher uses Insert Comments/Track Changes to comment on student work
  
• Class blog/online discussion for course documents, within the CMS or outside
• Student e-portfolios
  

High school: Academic discussion about literature

• Teacher Goal 2 Standard 2

Teacher Goal 2: Language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning.
Standard 2: Language teachers coherently integrate technology into their pedagogical approaches.


• Literature response groups, author’s chair, think-pair-share as typical activities
  
• Recording and transcript of a class discussion of literature (e.g., Dead Poets Society)
  
• Different versions of the same poem
• Recordings of critics discussing the poem
  • Students note phrases critics use
    
• Teacher-created blog with linked commentary
• Audio files of themselves and others
• Online discussion
  

High school: science class with support for ELLs

• Learner Goal 3 Standard 5

Goal 3: Language learners effectively use and critically evaluate technology-based tools as aids in the development of their language learning competence as part of formal instruction and for further learning.
Standard 5: Language learners recognize the value of technology to support autonomy, lifelong learning, creativity, metacognition, collaboration, personal pursuits, and productivity

• CD/DVD dictionaries or online dictionary
• Wiktionary for preview and vocabulary
• Vocabulary journal in Word or on a blog
  
• Pair work with vocabulary from science text
• Group discussion about vocabulary and concepts
• Students write their own Wiktionary entries for missing words

Resources

Scaffolding resources (these are examples, not a full list of possibilities)

• Graphic organizer sites like Freeology (http://freeology.com/graphicorgs/)
  
• LessonWriter (http://www.lessonwriter.com/) - sample lesson
  
• Hot Potatoes – download from http://hotpot.uvic.ca - sample cloze - crossword PDF
  
• Teacher Tube (http://www.teachertube.com/)
• You Tube (https://youtube.com/)
  
• ESL-oriented
  • RealEnglish (http://www.real-english.com/new-lessons.asp)
    Videos based on authentic interviews, mostly on the street style. Lessons, forums
  • English Articles (readings) (http://www.englisharticles.info/reading-video-lessons/)
    Videos with cloze activities on a variety of topics
  • Breaking News English (http://www.breakingnewsenglish.com/)
    Audio files, adapted news stories, exercises, teacher lesson plan suggestions
  • English Media Lab (http://www.englishmedialab.com/)
    Videos, interactive exercises, worksheets. It also has a lot of ads, so watch what you click.
• Interactive whiteboard suggestions
  • How to Use an Interactive Whiteboard (http://www.techlearning.com/article/43235)
  • Interactive Whiteboards in the Classroom (http://rmtc.fsdb.k12.fl.us/tutorials/whiteboards.html)
    
• Screencast-o-Matic (http://www.screencast-o-matic.com/) or TechSmith’s Jing (http://www.techsmith.com/jing.html)
  • Sample screencast with writing comments at http://www.screencast.com/t/mWIyKR0mJ
    
• Translation sites like Google Translate (http://translate.google.com/), Babelfish (http://babelfish.yahoo.com/)
  
• Graded, supplemental content – Read180, Pearson, other
  • EdSitement – supplemental content, student resources (http://edsitement.neh.gov/student-resources)
    

Social connections resources (these are examples, not a full list of possibilities)

• Blogs: Blogger (http://www.blogger.com/) - log in with a Google account
  • Daniela Munca’s blog
• Wikis: Wikispaces (http://www.wikispaces.com), Google Sites (http://sites.google.com/
  
  • List of sample ELL student wikis - specific
    
• Tandem learning or class-to-class projects, such as iEARN or ThinkQuest
  
• Interesting forums for teens, such as Taking IT Global

Meaningful practice resources (these are examples, not a full list of possibilities)

• Games
  
  • See suggestions at a previous webinar (https://sites.google.com/site/dosedutainment2011/)
  • Boggle Windows download (https://sites.google.com/site/vanibhargav/boggle); 3-D online version (http://www.storyit.com/wgames/wordcube.htm)
  • Jeopardy and other game templates for teachers or students to use to create their own (http://www.eslgamesworld.com/members/games/templates/index.html)
  • Concentration: Memory Game Maker (download at http://www.education.vic.gov.au/languagesonline/games/memory)
• Simulations: The Sims, Oregon Trail, Where in the World is Carmen Sandiego, etc.
  • These are commercial products; many are Facebook games as well
• Virtual worlds: Second Life
  
• Project-based learning
  
  • WebQuest creation tool: Zunal (http://www.zunal.com/)
  • WebQuests for ESL/EFL (http://www.world-english.org/webquests.htm)
    Lots of examples at a variety of levels
  • Sample Global Warming quest (http://www.zunal.com/webquest.php?w=131231)
  • PBL Resources from Susan Gaer (http://www.susangaer.com/sgaer/pbl/resources.htm)

Scenario-related resources (these are examples, not a full list of possibilities)

• Image sites: Microsoft Clip Art/Photos (free if you own Microsoft products) (http://www.microsoft.com/ )<get link; look for free images online
• Computer Management Systems: Moodle (http://www.moodle.org/), Blackboard (http://www.blackboard.com)
• Grade book: JupiterGrades (http://www.jupitergrades.com/)
• Blogs: Blogger (http://www.blogger.com/) - log in with a Google account
• Wikis: Wikispaces (http://www.wikispaces.com), Google Sites (http://sites.google.com/)
• Poetry sources: Poets.org (http://www.poets.org/), Gutenberg (http://www.gutenberg.org)
• Creating audio files: Vocaroo (.wav and .ogg files; http://www.vocaroo.com/), Audacity (.wav, .mp3, other files; http://audacity.sourceforge.net/)
• Online discussion site: Google Groups (http://groups.google.com/), Nicenet (no ads, easy to use; http://www.nicenet.org/)
• Online dictionary: Merriam-Webster (http://www.merriam-webster.com)
• User-enhanced dictionary: Wiktionary (http://www.wiktionary.org)

Other resources

PowerPoint from the talk (PDF)

Deborah's computer lab suggestions/CALL-IS Software List: http://www.eltexpert.com/

Deborah's page: https://deborahhealey.com/

Teachers are welcome to use resources and information from my site for classroom, not-for-profit purposes, as long as credit is given and my name appears on my pages/resources.