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

WEB 2.O TOOLSAudio Recordings & Downloads

Videos

Wiki to build knowledge (wiki=quick website)

Twitter: http://

twitter.com/GeorgetownESL?evid=UPFMfuTrr0Sbg

mK9h30o%2F0zwNtW%2FKdbK1F5Zz%2FpY3q4%3

D&utm_campaign=newfollow20100823&utm_conten

t=profile&utm_medium=email&utm_source=follow

Blogs, for example http://gtownesl.blogspot.com/

WEBPAGE

http://kentuckyclassroom.org/georgeto

wnesl

/

Should represent the latest professional

news and development

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

TESOL OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT

ONLINE

Sandra Annette 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.