Technology

Both the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS) focus heavily on developing students’ content-area knowledge, while also exposing them to, and encouraging the use and development of, 21^st century technology skills (see this link for a look at how technology is woven into the CCSS and check out this link for technology associated with the NGSS).  

One way to support students’ technology skills, while also developing content-area learning, as well as making connections with students' backgrounds is through digital storytelling, which involves using multimedia for students' creation of stories. These might include still images, video clips, or narration tracks. Digital storytelling projects might be original creations or interpretations of various types of texts read in class. They create important opportunities for students to explore, engage creativity, incorporate background knowledge, and express themselves without heavy reliance on English proficiency or writing production.

In addition to students' own literacy practices, these storytelling activities can also be key teaching opportunities for EL students because they use multimedia, therefore providing extra scaffolding through images, audio, and video.

For an overview of digital storytelling, including specific examples, check out this resource from Reading Rockets. 

 For examples and many more resources to help get you started, including an overview of the software appropriate for digital storytelling, as well as some “how-to” recommendations, check out this website from the University of Houston.  

Still interested in more information? Check out this link regarding the integration of digital storytelling with EL instruction.

Also, for discussion on how to assess multimodal student work, such as digital storytelling, check out this article from the International Literacy Association. 

When it comes to language learning, tools supported by technology, like infographics, graphic organizers, and word walls, can be valuable for helping to convey content while students continue to develop English and acquire background knowledge because they reinforce meaning through presentation of information in diverse forms and through varied interactions.

While many educators know about the benefits of strategies like these, especially for EL students, the struggle can often be how to find reliable websites, resources, programs, and apps that allow teachers’ development of resources that support their specific students and lessons. No need to fear, though--there are reviewed online and free resources available!

For look at a few online learning tools suggested by literacy experts, check out this article from the International Literacy Association. 

When designing classroom units and lessons, how do you support learning through the inclusion of technology and non-text-based materials?

For many educators, the integration of videos and technology into their lessons and units is not a new concept. With the expansion of video hosting platforms and increased access to technology, instructors are using, and even relying on, technology and video production to support student learning in the classroom. Videos can be great tools, especially for EL students, to provide visual and reduced text-based support to lessons, means of building student background knowledge, and avenues for students to show their learning, comprehension, and understanding. However, even though a lesson might include visual support through the integration of video technology, it may not be designed correctly or be an effective support for students. The inclusion of visual media and supports in lessons and activities requires careful consideration and planning in order for these opportunities to become meaningful ways to support student learning.

To explore some ideas on how to effectively incorporate video technology into classroom learning specifically for EL students, check out this article from Edutopia.  

The International Literacy Association (ILA) also recently posted an article with further resources on effectively integrating video technology and learning into your classroom and lessons.  

Research has shown that, particularly for EL students, incorporating technologically-supported tools (e.g. blogging, manipulative hardware and software programs, audio/visual recording programs, etc.) into classroom activities supports students’ literacy development. Other studies have found that regularly integrating technology-oriented communication activities also promotes independence and self-discovery skills, and reinforces literacy and technological skills and confidence.

Resources

Bialo, E. R., & Sivin-Kachala, J. (1996). The effectiveness of technology in schools: A summary of recent research. School Library Media Quarterly, 25(1), 51-57.

Blachowicz, C., Bates, A., Berne, J., Bridgman, T., Chaney, J., & Perney, J. (2009). Technology and at-risk young readers and their classrooms. Reading Psychology,30(5), 387-411.

Fidaoui, D., Bahous, R., & Bacha, N. N. (2010). CALL in Lebanese elementary ESL writing classrooms. Computer Assisted Language Learning, 23(2), 151-168.

Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A metaanalysis of studies from 1992 to 2002. Journal of Technology, Learning, and Assessment, 2(1), 1-51.

Lam, F. S., & Pennington, M. C. (1995). The computer vs. the pen: A comparative study of word processing in a Hong Kong secondary classroom. Computer-Assisted Language Learning, 8, 75-92.

Yunus, M.M., Nordin, N., Salehi, H., Embi, M.A., & Salehi, Z. (2013). The use of information and communication technology in teaching ESL writing. English Language Teaching, 6(7), 1-8. 

Findings from an international study conducted by the Organization for Economic Cooperation and Development in 2013, showed that the U.S ranked 16^th out of 23 countries with regard to adult computer literacy, and 14^th in problem solving in technology-rich environments (OECD, 2013).

The OECD research also found that, when compared with other countries, technology and computer literacy proficiency in the U.S. are more closely associated with socioeconomic status than any other predictor.

Through integrating technology into a variety of areas in the classroom and across the curriculum, teachers are actively providing all students with opportunities to improve the skill sets necessary for the technological, knowledge-based economy of the 21^st century. Incorporating technology into instruction can also promote more active and engaging learning among students, as well as new ways of assessing their content and language skills.

Check out this short video from Edutopia, which briefly discusses why integrating technology in the classroom is an important element in the 21^st century classroom!

For a quick look at technology as it relates to the Common Core State Standards, take a look at this brief video clip!

Resources:

Organization for Economic Cooperation and Development. (2013). OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, OECD Publishing. Retrieved from: http://dx.doi.org/10.1787/9789264204256-en

It is important to remember that effective integration of technology in the classroom goes beyond just teaching basic computer skills.

In order for technology to be effectively incorporated into the classroom, it should be implemented across the curriculum and content areas.  Effective technology integration encourages students to actively engage with materials, promotes skill building through ample interaction and feedback opportunities, incites collaboration and group participation, and also focuses on connecting students to experts and up-to-date information and resources that extend students’ understanding and curiosity.

Did you know that using technology can also greatly benefit English Learners? Technology can provide EL students with the opportunity to practice reading, writing, and interacting with content material through a variety of forms, programs, and software. These opportunities allow students to manipulate information and continue to develop in the areas of language and literacy, while also gaining technology skills that will be a tremendous benefit in today’s 21^st century. It is important to remember that, when using technology with ELs, ensure that it supports their comprehension of content without reliance on English language proficiency, as well as promotes native language maintenance and English development through provision of technology-enhanced supports. 

For a look at how one teacher has started to incorporate technology into her classroom to help students organize authentic writing projects, check out this video.

Or, watch this short clip showing how one ELL teacher uses taking pictures as a way to build student vocabulary and language skills!   

Here is another article discussing the challenges and benefits of incorporating technology into your classroom, including some key starting points and excellent resources! 

Reading comprehension can become a challenge for students learning English; if a native English-speaker doesn’t understand a reading, they can come back to it later to try to better understand it, whereas ELs may lack the background knowledge to put the reading in context, even if they reread it multiple times. LISD found that giving ELs access to a tailored technology program helped to narrow this comprehension gap. It provided ESL programs throughout the district with hundreds of laptops preloaded with software focused on helping ELs understand learning materials.

While LISD’s program presents logistical and funding challenges that reduce its replicability on a broad scale, it still represents an intriguing approach to addressing the needs of a growing population of learners. Today, digital literacy has become a vital skill not only for ELs, but for all students, and programs like LISD’s represent one way of ensuring students gain technology proficiency while also mastering content.

Resources

One Texas school district was recently profiled in Language magazine for its distinctive approach to supporting English learners using technology. At Longview Independent School District (LISD), ESL programs throughout the district are provided with laptops preloaded with software tailored to ELs’ needs.