Personal progress and academic growth is what I take away from this course. I did not only learn new technology tools, but increased my experience and desire for further success in my future professional environment. I plan to give my students a positive educational change in their lives. I was able to reaffirm my professional goals; which will facilitate my efforts educating a linguistically diverse population of students. I learned basic concepts, productivity technology tools while addressing ethical, social and cultural issues and how they relate to technology within education. I have been enabled this understanding for a successful, efficient and useful purpose that will promote my creativity as a teacher.
The United States is becoming more ethically, racially and linguistically diverse over time. This growth in diversity is especially noticeable within the educational system. It is very important that as a bilingual teacher to always build upon and connect existing cultural backgrounds of students. Deep understanding and cognitive engagement are more likely to be generated in contexts where instruction build on student’s prior knowledge and learning is supported by cultural and active collaboration within of learners (Cummins, Brown and Sayer pg. 47). The sensitivity and insight regarding cultural diversity, will give every one of my students an equal chance to succeed academically within a national system. Sometimes school districts are not aware of the impact of having a strong bilingual or ESL program for multicultural students. Unfortunately many times schools do not provide adequate support for teachers with the appropriate materials and/or the pedagogical theory behind it. The U.S. population has shown consistent trends of growth in diverse population, which not only will call for specialist, but also additional training for regular teachers. The use of computers and other technologies have proven to reinforce the teaching of English.
This semester I learned how to make the best use of new technologies (Blog, Podcast, Wikkies, Captivate, etc.). The educational impact that technology offers to teachers and students will transform the approach to oral and literate education within the ESL and bilingual programs.
As a result of this course, I was able to develop my abilities in meshing to enhance the learning experience in education and performance. The interaction that I had this semester with peers helped me tremendously to gain more confidence expressing myself. They were all very supportive and caring. I really enjoyed how everybody collaborated by sharing a piece of their knowledge on helping to contribute to the development of the U.S. Education System. I believe in fostering personal and academic growth and that is what I achieved this semester.
Cummins, J., Brown K., and Sayers, D. (2007). Literacy, Technology and Diversity:
Teaching for Success in Changing Times. Boston: Allyn &
Bacon.
Tuesday, May 8, 2007
Tuesday, May 1, 2007
Sotware Evaluation # 3
Title of Software: Adventure Workshop (1st-3rd Grade). Clue Finders: Mystery of the Monkey Kingdom.
Producer: Riverdeep Interactive Learning Limited, 2002. The Learning Company.
Target students (e.g., age or grade-level of students): 1st through 3rd Grade Students. (7-9 yrs. old)
Proficiency level (e.g., beginning, intermediate, advanced): Targeted different levels of math.
Description: This is a math software program where the student can learn and build on math reading comprehension, listening, writing, oral and visual skills, problem-solving, etc., during a fun variety of playing time.
Mystery of the Monkey Kingdom, is a computer software where the child together with the cartoon animated characters, they are solving the mystery of finding a scientist that is lost in the forest by getting hints and solving math problems. This fun and creative activities contains quizzes and challenge on different stages. Also, characters helps them reinforce beginning math skills while encourages them to continue on next step. This is a good program where children can learn and understand basic mathematical skills: addition, substraction, multiplication, division and develop their higher order thinking skills while playing.
Language skills targeted: Basic Communication Skills
Evaluation:This is a math program for students because of the different math activities that will expose the students to variety of fun. The student can monitored their own progress by selecting a math level and receiving immediately feedback. The only thing is that it takes too long for the activities to appear. It is more a cartoon than a learning object.
Sunday, April 29, 2007
US College Enrollment
Significant changes have ocurred in the recent yers. in the status of women and men and their interaction of work and at school. According to the U.S. Department of Education currently 135 women received Bachelor's degrees for every 100 men. Predictions estimate that there will be 3 million women students thatn men in 2015.
Tuesday, April 24, 2007
Quickshare!! Rockyou.
Monday, April 23, 2007
Accelerating Hispanic Progress in Higher Education
By Shilpa BanerjiMar 20, 2007, 22:37
As the Hispanic community continues to grow in this country, efforts to accelerate and expand student success in higher education will be critical to the nation’s future competitiveness, says Excelencia in Education President Sarita Brown.
Excelencia, a nonprofit organization aimed at increasing Hispanic student achievement in higher education, also released figures on the state of Hispanics in higher education and a separate study concerning Hispanic women in the science, technology, engineering and mathematics programs.
There were approximately 1.8 million Hispanic college students in 2004, representing about 11 percent of the total student enrollment in higher education. The figure represents a 6 percent increase from 1990, when 782,400 Hispanic students were enrolled. But despite increases in enrollment, only 25 percent of college-age Hispanics — those 18 to 24 years old — were enrolled in college, compared to about 42 percent of Whites, 32 percent of Blacks and 60 percent of Asians.
“The number of Hispanic women going to college has increased more rapidly. In 2004, Hispanic women represented almost 60 percent of all Hispanics in higher education,” said Deborah Santiago, vice president for policy and research at Excelencia. She noted that about 58 percent of Hispanic undergraduates are enrolled in two-year institutions.
But while Hispanic women enroll in college in greater numbers than Hispanic men, men greatly outnumber women in engineering programs. In 2005, undergraduate Hispanic women represented just 22 percent of Hispanics in engineering programs.
Among STEM faculty, Hispanic women are more likely to teach in biological sciences. By contrast, Hispanic men have their strongest representation in mathematics and computer sciences.
As the Hispanic community continues to grow in this country, efforts to accelerate and expand student success in higher education will be critical to the nation’s future competitiveness, says Excelencia in Education President Sarita Brown.
Excelencia, a nonprofit organization aimed at increasing Hispanic student achievement in higher education, also released figures on the state of Hispanics in higher education and a separate study concerning Hispanic women in the science, technology, engineering and mathematics programs.
There were approximately 1.8 million Hispanic college students in 2004, representing about 11 percent of the total student enrollment in higher education. The figure represents a 6 percent increase from 1990, when 782,400 Hispanic students were enrolled. But despite increases in enrollment, only 25 percent of college-age Hispanics — those 18 to 24 years old — were enrolled in college, compared to about 42 percent of Whites, 32 percent of Blacks and 60 percent of Asians.
“The number of Hispanic women going to college has increased more rapidly. In 2004, Hispanic women represented almost 60 percent of all Hispanics in higher education,” said Deborah Santiago, vice president for policy and research at Excelencia. She noted that about 58 percent of Hispanic undergraduates are enrolled in two-year institutions.
But while Hispanic women enroll in college in greater numbers than Hispanic men, men greatly outnumber women in engineering programs. In 2005, undergraduate Hispanic women represented just 22 percent of Hispanics in engineering programs.
Among STEM faculty, Hispanic women are more likely to teach in biological sciences. By contrast, Hispanic men have their strongest representation in mathematics and computer sciences.
Sunday, April 22, 2007
Tuesday, April 17, 2007
KidPix Activity
This is the activity that the students will do. They will place picures and words about deciding a healthy meal. :)
Saturday, April 14, 2007
Monday, April 2, 2007
Software Evaluation # 2
Software Evaluation #2
Imagine Learning English
Title of Software: Imagine Learning English
Producer: 3210 North Canyon Road, Suite 300, Provo, Utah 84604 USA. This company has been creating K-12 Educational Software for 15 years.
Target students (e.g., age or grade-level of students): This learning resource is adaptable for young English language learners of ages 4-7
Proficiency level (e.g., beginning, intermediate, advanced): It is designed to suit all levels. The user can have no knowledge or some about the English language..
Description:
Imagine Learning English, is a computer based program that helps students learn English by expanding their oral development: vocabulary, listening, speaking, increasing their literacy skills and phonemic awareness with multiple fun activities. Some of activities like: everyday words in scenes, explore everyday words, let’s talk daily conversations, what should you say, story comprehension, letter sound songs, letter recognition, blend word parts, etc. Multisensory activities with graphic support, where the student is easily learning English by just the clicking of the word. Fun and cool activities like “ Karaoke” where the student is learning while singing and following the song.
Language skills targeted: English
Evaluation:
In this program students learn English in a fun, entrataining and easy way. Teacher can assess their students with the student’s reports that are available. Teachers will know in which area the students need reinforcing. I will try to use this program in my future classroom because it is very animated, students can interact while learning, working at their own pace and it is very user friendly.
Imagine Learning English
Title of Software: Imagine Learning English
Producer: 3210 North Canyon Road, Suite 300, Provo, Utah 84604 USA. This company has been creating K-12 Educational Software for 15 years.
Target students (e.g., age or grade-level of students): This learning resource is adaptable for young English language learners of ages 4-7
Proficiency level (e.g., beginning, intermediate, advanced): It is designed to suit all levels. The user can have no knowledge or some about the English language..
Description:
Imagine Learning English, is a computer based program that helps students learn English by expanding their oral development: vocabulary, listening, speaking, increasing their literacy skills and phonemic awareness with multiple fun activities. Some of activities like: everyday words in scenes, explore everyday words, let’s talk daily conversations, what should you say, story comprehension, letter sound songs, letter recognition, blend word parts, etc. Multisensory activities with graphic support, where the student is easily learning English by just the clicking of the word. Fun and cool activities like “ Karaoke” where the student is learning while singing and following the song.
Language skills targeted: English
Evaluation:
In this program students learn English in a fun, entrataining and easy way. Teacher can assess their students with the student’s reports that are available. Teachers will know in which area the students need reinforcing. I will try to use this program in my future classroom because it is very animated, students can interact while learning, working at their own pace and it is very user friendly.
Reading Prompt # 10
EGBERT Ch. 10. Teacher Development
RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
We've talked a lot in class about how technology can be used to help ELLs learn English. The internet is also an excellent resource for teacher professional development. Describe ways you have used internet resources for your own professional development as a language teacher. If you haven't already done this, describe some of the resources in the Egbert chapter you would be interested in trying. Next, briefly describe how images such as those from Flickr and other free photo sharing sites can be used in ESL classrooms.
I can’t wait to start working in a classroom and to attend all professional development courses. Trainings that will facilitate and promote teachers in our development by bringing creative and fresh tools that will make us improve in our professional field. I just cant wait to start teaching!!.
Internet has great online resources for us teachers to engaged our students in learning, exploring, investigating, etc. Online tools that will support the learning in language for our students and also that will help us find multiple ideas, games, songs like “free ESL materials,” mentioned in the chapter. Where you can find lessons, short articles on how technology interacts with the classroom, learning with technology, etc.
In Richardson, Chapter 7, it talks about the benefits of using Flickr. It is a free tool so we can use it in our classrooms (no more than 20MB) pictures a month. Students can use images for multiples activities.
I do believe that sometimes barriers like lack of training, time, school funding for resources, Internet and computer access can be difficult for teachers. If we really try and find ways to promote technology, I believe that we will be empower younger generations to use it, benefit from it and learn with it. We will be creating a difference in our student’s life by teaching them about technology, because if they do not learn at school, where will they be learning if some students do not have access to it?
RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
We've talked a lot in class about how technology can be used to help ELLs learn English. The internet is also an excellent resource for teacher professional development. Describe ways you have used internet resources for your own professional development as a language teacher. If you haven't already done this, describe some of the resources in the Egbert chapter you would be interested in trying. Next, briefly describe how images such as those from Flickr and other free photo sharing sites can be used in ESL classrooms.
I can’t wait to start working in a classroom and to attend all professional development courses. Trainings that will facilitate and promote teachers in our development by bringing creative and fresh tools that will make us improve in our professional field. I just cant wait to start teaching!!.
Internet has great online resources for us teachers to engaged our students in learning, exploring, investigating, etc. Online tools that will support the learning in language for our students and also that will help us find multiple ideas, games, songs like “free ESL materials,” mentioned in the chapter. Where you can find lessons, short articles on how technology interacts with the classroom, learning with technology, etc.
In Richardson, Chapter 7, it talks about the benefits of using Flickr. It is a free tool so we can use it in our classrooms (no more than 20MB) pictures a month. Students can use images for multiples activities.
I do believe that sometimes barriers like lack of training, time, school funding for resources, Internet and computer access can be difficult for teachers. If we really try and find ways to promote technology, I believe that we will be empower younger generations to use it, benefit from it and learn with it. We will be creating a difference in our student’s life by teaching them about technology, because if they do not learn at school, where will they be learning if some students do not have access to it?
Tuesday, March 27, 2007
Reading Prompt # 9
EGBERT Ch. 9. Limitations, Caveats, and Challenge
Which of the limitations, caveats, and challenges with regards to computer assisted language learning apply to your current (or future) classrooms? How could these be overcome?
I think that technology helps achieve better results in student’s academic growth. We as teachers are responsible for introducing the skills necessary to address all of our student’s needs regarding technology (finding well designed programs and software that are easy to navigate and understand, with good graphics, reliable material in their language. That way the students will have a positive experience using and been introduced into the technological world. Also technology helps and assists students with disabilities to work independently with the computer (voice recognition software, screen enlargement, screen readers, adaptive keywords); but sometimes the lack of funding in schools and district makes it difficult for those students. Technological constraints and lack of funding in schools affect all of us in some way. There is a huge gap in that area: not enough computers in the classrooms, Internet access, software, etc. Technology is a great tool to embrace the incorporation linguistically and culturally in diverse students. (e.g. teachers can offer plenty of first language support by using native languages software, translations services and websites) but without funding it will be difficult.
Parents and teachers need to teach and monitored kids at an early aged how to overcome with the issues regarding the access to the Internet. Plagiarism, harassment, knowing how to differentiate reliable information on the web, etc. I like the rules for Online Safety and the kid’s pledge, it is a fun and responsible way to become responsible using the web. :)
Which of the limitations, caveats, and challenges with regards to computer assisted language learning apply to your current (or future) classrooms? How could these be overcome?
I think that technology helps achieve better results in student’s academic growth. We as teachers are responsible for introducing the skills necessary to address all of our student’s needs regarding technology (finding well designed programs and software that are easy to navigate and understand, with good graphics, reliable material in their language. That way the students will have a positive experience using and been introduced into the technological world. Also technology helps and assists students with disabilities to work independently with the computer (voice recognition software, screen enlargement, screen readers, adaptive keywords); but sometimes the lack of funding in schools and district makes it difficult for those students. Technological constraints and lack of funding in schools affect all of us in some way. There is a huge gap in that area: not enough computers in the classrooms, Internet access, software, etc. Technology is a great tool to embrace the incorporation linguistically and culturally in diverse students. (e.g. teachers can offer plenty of first language support by using native languages software, translations services and websites) but without funding it will be difficult.
Parents and teachers need to teach and monitored kids at an early aged how to overcome with the issues regarding the access to the Internet. Plagiarism, harassment, knowing how to differentiate reliable information on the web, etc. I like the rules for Online Safety and the kid’s pledge, it is a fun and responsible way to become responsible using the web. :)
Tuesday, March 20, 2007
Reading Prompt # 8
CUMMINS Ch. 3. Assessment
EGBERT Ch. 8. Assessment
What is the difference between traditional standardized testing and authentic assessment? Describe how computers can be used for both. Which do you feel is a better use of computers? Describe examples from the readings or from your own experiences how computers can be used effectively for assessment, and/or how to effectively assess the work students do via the computer.
Assessments are very important piece in teaching and learning. It is a form to make summative evaluations and to provide instructional feedback to track student’s areas of progress or their weakness. Assessments can be summative or formative and can be formal (standardized), or informal. Traditional assessment, is where the student recall or select an answer (multiple choice, true and false, fill in the blank, matching tests or quizzes). This assessments can be local or state standardized (THEA, TAKS, PPR) or creating by a teacher (teacher-centered). Authentic assessments, can be a task to perform (real scenario) and evaluated with a rubric. Is where the students analyze, and demonstrate meaningful application of their knowledge and skills learned.
Assessments also help language learning by creating them interactive, formative, and authentic. Computers can be very helpful for teachers for creating assessments and for rubrics. There are many formats in the Internet that teachers can used in their classroom. According to Egbert, computer assessment is used to perform actual assessments and carry them out and for posting their results on the Internet. That way the feedback and progress will be send immediately and it will it is adaptable for students with disabilities.
In my future classrooms, I will like for my students to have computer skills in order to maintain a open door policy via Internet (student – parents). They will send me their homework or test and ask me questions and concerns about it. It will be fun and easy for the teacher to grade.
EGBERT Ch. 8. Assessment
What is the difference between traditional standardized testing and authentic assessment? Describe how computers can be used for both. Which do you feel is a better use of computers? Describe examples from the readings or from your own experiences how computers can be used effectively for assessment, and/or how to effectively assess the work students do via the computer.
Assessments are very important piece in teaching and learning. It is a form to make summative evaluations and to provide instructional feedback to track student’s areas of progress or their weakness. Assessments can be summative or formative and can be formal (standardized), or informal. Traditional assessment, is where the student recall or select an answer (multiple choice, true and false, fill in the blank, matching tests or quizzes). This assessments can be local or state standardized (THEA, TAKS, PPR) or creating by a teacher (teacher-centered). Authentic assessments, can be a task to perform (real scenario) and evaluated with a rubric. Is where the students analyze, and demonstrate meaningful application of their knowledge and skills learned.
Assessments also help language learning by creating them interactive, formative, and authentic. Computers can be very helpful for teachers for creating assessments and for rubrics. There are many formats in the Internet that teachers can used in their classroom. According to Egbert, computer assessment is used to perform actual assessments and carry them out and for posting their results on the Internet. That way the feedback and progress will be send immediately and it will it is adaptable for students with disabilities.
In my future classrooms, I will like for my students to have computer skills in order to maintain a open door policy via Internet (student – parents). They will send me their homework or test and ask me questions and concerns about it. It will be fun and easy for the teacher to grade.
Tuesday, March 6, 2007
Flowchart for the Podcast - Healthy Choices
This is our flowchart for our Podcast about Healthy Choices. This information will be available in English and Spanish.
Group Members: Rosa, Adrianne and Marysol.
Reading Prompt # 7
EGBERT Ch. 7. Content-Based Instruction
What are some important techniques for designing content instruction that supports both language and content learning? Egbert gives several examples of ways content and language objectives can be combined with technology objectives. Share some of your own experiences or ideas for combining these. In other words, give a specific exmple of how you could teach a content-area lesson with integrates technology and supports language learning for ELLs.
According to Egbert, using content with technology helps support content and language learning. The content language instruction meet the student’s needs in content and language while using their L1 or L2. We as bilingual teachers need to focus in content that are meaningful then language will develop by itself, the earlier the better. That way having content and language together; students will develop their academic concepts.
Egbert suggests techniques that will support a better understanding of content-based language instruction for our students. For example, teach content in a cultural manner, it always helpful to teach students in their first language for a better understanding.
I do believe that using software and digital technology can increase the culturally comprehension. Also, digital technology is provide communication, awareness, and
knowledge to learn, understands, and even experience culture. Another example, is adapting materials and instructions for the learners: using audiotapes outline and rewrite the text. If we as teacher meet our content objectives, both language and content learning will develop.
What are some important techniques for designing content instruction that supports both language and content learning? Egbert gives several examples of ways content and language objectives can be combined with technology objectives. Share some of your own experiences or ideas for combining these. In other words, give a specific exmple of how you could teach a content-area lesson with integrates technology and supports language learning for ELLs.
According to Egbert, using content with technology helps support content and language learning. The content language instruction meet the student’s needs in content and language while using their L1 or L2. We as bilingual teachers need to focus in content that are meaningful then language will develop by itself, the earlier the better. That way having content and language together; students will develop their academic concepts.
Egbert suggests techniques that will support a better understanding of content-based language instruction for our students. For example, teach content in a cultural manner, it always helpful to teach students in their first language for a better understanding.
I do believe that using software and digital technology can increase the culturally comprehension. Also, digital technology is provide communication, awareness, and
knowledge to learn, understands, and even experience culture. Another example, is adapting materials and instructions for the learners: using audiotapes outline and rewrite the text. If we as teacher meet our content objectives, both language and content learning will develop.
Tuesday, February 27, 2007
Software Evaluation # 1
Title of Software: Spanish Steps
Producer: British Broadcasting Corporation © 2002-2005. Broadcasting House, Portland Place, London,W1A 1AA
Target students (e.g., age or grade-level of students): This practical digital learning resource is adaptable for grade levels from 3rd to adults learners.
Proficiency level (e.g., beginning, intermediate, advanced): It is designed to suit all these categories. The user can have no knowledge or little about the language, and because is designed in steps the learner can progress their own learning.
Description:This program, Spanish Steps in a self-contained online learning where the user can learn about grammar, pronunciation, vocabulary, learning log, etc in their own pace. It has video based (conversations with different scenarios; available in Eng. and Span.) with activities that has a challenge at the end of each of them and with grammar tips. It has 24 units that are divided into 6 categories.
It is a digital learning object with repurpose (it means you can use this in a new way or context), reusable (people can used for a different purpose), adoptable (use this information at school, home, etc. without changing it), adaptable (modify the digital learning resource for reuse, and it support material for students that already know), and it is interoperate (user can plug and play to exchange data of information having no knowledge or little).
This learning resource it is very easy friendly. It has additional links that provide extra information. Also click and drag, match the meaning, sounds of Spanish words, missing the letter are some of the activities that evaluate the learning of the conversations.
Language skills targeted: Spanish
Evaluation:
For this program at didn’t find any weakness. The bbc page offers mini tutorials in 35 languages. It will be effective for students and adults to learn and practice a different language. I definitely use it in my classroom because it has different scenarios where the students can interact while learning and work in their own pace.
http://www.bbc.co.uk/languages/spanish/lj/
Producer: British Broadcasting Corporation © 2002-2005. Broadcasting House, Portland Place, London,W1A 1AA
Target students (e.g., age or grade-level of students): This practical digital learning resource is adaptable for grade levels from 3rd to adults learners.
Proficiency level (e.g., beginning, intermediate, advanced): It is designed to suit all these categories. The user can have no knowledge or little about the language, and because is designed in steps the learner can progress their own learning.
Description:This program, Spanish Steps in a self-contained online learning where the user can learn about grammar, pronunciation, vocabulary, learning log, etc in their own pace. It has video based (conversations with different scenarios; available in Eng. and Span.) with activities that has a challenge at the end of each of them and with grammar tips. It has 24 units that are divided into 6 categories.
It is a digital learning object with repurpose (it means you can use this in a new way or context), reusable (people can used for a different purpose), adoptable (use this information at school, home, etc. without changing it), adaptable (modify the digital learning resource for reuse, and it support material for students that already know), and it is interoperate (user can plug and play to exchange data of information having no knowledge or little).
This learning resource it is very easy friendly. It has additional links that provide extra information. Also click and drag, match the meaning, sounds of Spanish words, missing the letter are some of the activities that evaluate the learning of the conversations.
Language skills targeted: Spanish
Evaluation:
For this program at didn’t find any weakness. The bbc page offers mini tutorials in 35 languages. It will be effective for students and adults to learn and practice a different language. I definitely use it in my classroom because it has different scenarios where the students can interact while learning and work in their own pace.
http://www.bbc.co.uk/languages/spanish/lj/
Reading Prompt # 6
EGBERT Ch. 6. Inquiry and Problem Solving
RICHARDSON Ch. 8. Podcasting and Screencasting: Multimedia Publishing for the Masses
Describe an inquiry or problem solving activity appropriate for ELLs that you have used, participated in, read about, or just now thought of. Describe which critical thinking skills it requires students to use and develop. Then, describe how this activity supports language and content learning for ELLs. Finally, comment on how podcasting could be used within the inquiry and problem solving process in a manner which supports language and content learning for ELLs.
According to Egbert, Inquiry is a process of discovery where the students go through several stages: questioning, reflecting and research. Problem-Solving, is the use of HOTS (higher order thinking skills) to find solutions (observe, organize, predict, synthesize, discuss, reflect, investigate, etc). The main points of Chapter #6 are using the skills that support students in the use of the language learning and the part that inquiry and problem-solving plays. Also, learning about technology programs that will help develop inquiry and problem-solving; and how computers can make language learning through inquiry and problem-solving more efficient and effective.
He also mentioned the steps for Inquiry and Problem-Solving, that even though they are different skills (inquiry and Problem-solving), critical thinking skills plays an important role in order to develop the language process. Some of them are:
*Know fact and opinion
*Distinguish a good reliable source and the information in it.
*Detecting Bias
The inquiry projects can be used to support language and content learning, by interacting with peers, answering meaningful questions, etc.
Egbert mentioned tips that will help create opportunities for solving-problem and inquiry. They are plenning of activities(wheter using technology or not) that help the learner increase their potential and master a inquiry and problem-solving skills.Computer Technologies can enhance language and content learning, during inquiry and problem solving activities with ESL Students.Learners can read, interact, listen with computer activities. The use of podcasting will be a great motivational tool for ELL students. It enables learners the ability to create a multimedia presentation and to use language to develop the results of the Inquiry and Problem-Solving activities.
RICHARDSON Ch. 8. Podcasting and Screencasting: Multimedia Publishing for the Masses
Describe an inquiry or problem solving activity appropriate for ELLs that you have used, participated in, read about, or just now thought of. Describe which critical thinking skills it requires students to use and develop. Then, describe how this activity supports language and content learning for ELLs. Finally, comment on how podcasting could be used within the inquiry and problem solving process in a manner which supports language and content learning for ELLs.
According to Egbert, Inquiry is a process of discovery where the students go through several stages: questioning, reflecting and research. Problem-Solving, is the use of HOTS (higher order thinking skills) to find solutions (observe, organize, predict, synthesize, discuss, reflect, investigate, etc). The main points of Chapter #6 are using the skills that support students in the use of the language learning and the part that inquiry and problem-solving plays. Also, learning about technology programs that will help develop inquiry and problem-solving; and how computers can make language learning through inquiry and problem-solving more efficient and effective.
He also mentioned the steps for Inquiry and Problem-Solving, that even though they are different skills (inquiry and Problem-solving), critical thinking skills plays an important role in order to develop the language process. Some of them are:
*Know fact and opinion
*Distinguish a good reliable source and the information in it.
*Detecting Bias
The inquiry projects can be used to support language and content learning, by interacting with peers, answering meaningful questions, etc.
Egbert mentioned tips that will help create opportunities for solving-problem and inquiry. They are plenning of activities(wheter using technology or not) that help the learner increase their potential and master a inquiry and problem-solving skills.Computer Technologies can enhance language and content learning, during inquiry and problem solving activities with ESL Students.Learners can read, interact, listen with computer activities. The use of podcasting will be a great motivational tool for ELL students. It enables learners the ability to create a multimedia presentation and to use language to develop the results of the Inquiry and Problem-Solving activities.
Monday, February 19, 2007
Reading Prompt #5
EGBERT Ch. 5. Creativity and Productivity
RICHARDSON Ch. 4. Wikis: Easy Collaboration for All
Popular second language acquisition theories stress the importance of "comprehensible input." While most agree this is important, many others argue we also need to focus on output as well. What are some ideas you gained from the Egbert chapter about how technology can be used to encourage creativity and production? How does this help promote language learning? Share any experiences you've had with any of these or similar ideas in language learning classrooms. Finally, comment on the potential of Wikis to allow language learners to collaborate in creative and productive ways.
While reading the chapter, I gained a lot of ideas that will facilitate and support the creativity and production of our students. I will definitely develop my future lessons by integrating activities that will encourage to use their imagination to fabricate a meaningful product. Expanding their creativity, the students also develop their language process. For example, when I created a group presentation using a specific software and by producing something, it helps me as a ELL develop my language skills.
Wikis is a great free tool that teachers can use in their classroom to help and support their students production and creativity. It is a quick source of facilitating learning, and is easy to use. I would like the idea of building our own wiki- page, creating and editing sound like fun. The only concern that I can think of is that we need to teach our students to learn how to count and choose on reliable information in the Internet.
RICHARDSON Ch. 4. Wikis: Easy Collaboration for All
Popular second language acquisition theories stress the importance of "comprehensible input." While most agree this is important, many others argue we also need to focus on output as well. What are some ideas you gained from the Egbert chapter about how technology can be used to encourage creativity and production? How does this help promote language learning? Share any experiences you've had with any of these or similar ideas in language learning classrooms. Finally, comment on the potential of Wikis to allow language learners to collaborate in creative and productive ways.
While reading the chapter, I gained a lot of ideas that will facilitate and support the creativity and production of our students. I will definitely develop my future lessons by integrating activities that will encourage to use their imagination to fabricate a meaningful product. Expanding their creativity, the students also develop their language process. For example, when I created a group presentation using a specific software and by producing something, it helps me as a ELL develop my language skills.
Wikis is a great free tool that teachers can use in their classroom to help and support their students production and creativity. It is a quick source of facilitating learning, and is easy to use. I would like the idea of building our own wiki- page, creating and editing sound like fun. The only concern that I can think of is that we need to teach our students to learn how to count and choose on reliable information in the Internet.
Tuesday, February 13, 2007
Reading Prompt # 4
EGBERT Ch. 4. Communication & Collaboration
RICHARDSON Ch. 5. RSS: The New Killer App for Educators
Why is communication and collaboration so important in the language learning classroom? What ideas did you gain from the Egbert chapter about how computers and technology can be used to facilitate greater communication and collaboration for students? Give any personal examples you have had using these or other ideas
Collaboration and communication are key fundaments for the students because it allow them to express themselves and interact among other language learners. That is very important in and outside the classroom because it will facilitate their learning while practicing and listening conversations. It will be more enhancing if we, as teachers could integrate technology to extend that language communication with collaboration with other students by increasing their social integration. While supporting those social interactions, teachers must be sure that is effective and always consider the physical classroom while using computers.
Ebgert chapter also mentioned activities using technology (using software or Internet) that support communication and collaboration. While reading example #5 (posting reading reflections online) like we do in class, I think that is an awesome way of electronic communication. I like it a lot! :) cant wait to implement this great educational- electronic tool to my future classroom. Webquest is another way to support communication and encourage collaboration among students.
In one of my Instructional Technology classes, we have one face to face class and the following an online discussion class using the chat on Webct; until the semester is over. This is my second semester using this type of communication, it is easy for everybody to participate, is convenient because you can do it from your home, with many other benefits. For me, as a English Learner is great because it gives me the opportunity to notice informal language used by native English speakers (slang and abbreviations), and also it helps me to improve my literacy skills.
RICHARDSON Ch. 5. RSS: The New Killer App for Educators
Why is communication and collaboration so important in the language learning classroom? What ideas did you gain from the Egbert chapter about how computers and technology can be used to facilitate greater communication and collaboration for students? Give any personal examples you have had using these or other ideas
Collaboration and communication are key fundaments for the students because it allow them to express themselves and interact among other language learners. That is very important in and outside the classroom because it will facilitate their learning while practicing and listening conversations. It will be more enhancing if we, as teachers could integrate technology to extend that language communication with collaboration with other students by increasing their social integration. While supporting those social interactions, teachers must be sure that is effective and always consider the physical classroom while using computers.
Ebgert chapter also mentioned activities using technology (using software or Internet) that support communication and collaboration. While reading example #5 (posting reading reflections online) like we do in class, I think that is an awesome way of electronic communication. I like it a lot! :) cant wait to implement this great educational- electronic tool to my future classroom. Webquest is another way to support communication and encourage collaboration among students.
In one of my Instructional Technology classes, we have one face to face class and the following an online discussion class using the chat on Webct; until the semester is over. This is my second semester using this type of communication, it is easy for everybody to participate, is convenient because you can do it from your home, with many other benefits. For me, as a English Learner is great because it gives me the opportunity to notice informal language used by native English speakers (slang and abbreviations), and also it helps me to improve my literacy skills.
Tuesday, February 6, 2007
Reading Prompt # 3
CUMMINS Ch. 4. Technology
EGBERT Ch. 3. Developing and Practicing Listening and Speaking Skills
Cummins et al. discussed the pedagogical divide that separates instruction for low-income and for more affluent students. Discuss some of the technology-supported strategies from their chapter. Also comment on one of the examples from Egbert's chapter and describe how computers can assist ELLs with learning and practicing listening and speaking in English.
Cummins discussed the pedagogical that separate the learning on low-income and for more affluent students. The author explained the support in which technology can be used as a tool to encourage ELL learners to promote literacy and higher level skills in and outside of the classroom. He also mentioned how the three elements: engagement, generativity, and control made more productive students.
Egbert’s chapter describe how computers facilitate their learning while practicing and listening to English with people from different places. It is a multiple facility and form of communication that helps their ELL literacy development.
EGBERT Ch. 3. Developing and Practicing Listening and Speaking Skills
Cummins et al. discussed the pedagogical divide that separates instruction for low-income and for more affluent students. Discuss some of the technology-supported strategies from their chapter. Also comment on one of the examples from Egbert's chapter and describe how computers can assist ELLs with learning and practicing listening and speaking in English.
Cummins discussed the pedagogical that separate the learning on low-income and for more affluent students. The author explained the support in which technology can be used as a tool to encourage ELL learners to promote literacy and higher level skills in and outside of the classroom. He also mentioned how the three elements: engagement, generativity, and control made more productive students.
Egbert’s chapter describe how computers facilitate their learning while practicing and listening to English with people from different places. It is a multiple facility and form of communication that helps their ELL literacy development.
Monday, February 5, 2007
Reading Prompt #2
What are "multiliteracies" as described by Cummins et al.? How does this relate to Egbert's assertions about the need for authentic materials to support ELL students' reading and writing? Discuss how blogs and blogging can be a tool for achieving these ideals with ELL students. Finally, describe your own experience creating your blog this week. Was it harder than you thought? What ideas do you have about the kind of stuff you want to blog about (besides what is required for this course)?
For Cummins, "multiliteracies" not only consist in reading and writing in one language. Is the diversity of language, knowledge and skills that the student bring into the classroom. Now a days, the students are exposed to new forms of literacy. We as teachers, need to have a deep understanding and scaffold our students to continuing building their knowledge and multilingual literacies. Technology will be a bridge for motivate, and engages our students to progress in their education.
The blogs will be an authentic tool for Egbert’s assertions about the need of authentic material to support ELL student’s multiliteracies.
I really enjoyed creating my blog :) (even tough I found myself lost when putting a code for a new template) but, I look forward to learn and practice using and posted new things on my blog. It is a really easy and fun tool that we can generated to communicate and expand our learning experiences. I cant wait to implement this great tool into my future classroom.
For Cummins, "multiliteracies" not only consist in reading and writing in one language. Is the diversity of language, knowledge and skills that the student bring into the classroom. Now a days, the students are exposed to new forms of literacy. We as teachers, need to have a deep understanding and scaffold our students to continuing building their knowledge and multilingual literacies. Technology will be a bridge for motivate, and engages our students to progress in their education.
The blogs will be an authentic tool for Egbert’s assertions about the need of authentic material to support ELL student’s multiliteracies.
I really enjoyed creating my blog :) (even tough I found myself lost when putting a code for a new template) but, I look forward to learn and practice using and posted new things on my blog. It is a really easy and fun tool that we can generated to communicate and expand our learning experiences. I cant wait to implement this great tool into my future classroom.
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