Technology Tools and Diverse Learners
Using various technology tools with diverse learners is an effective tool to diversified lesson delivery. Technology tools help both the learners and the teachers. Technology helps students in lessening their level of frustration, especially with those who understand the concept but cannot unlock the information. Likewise, it helps teachers to find the right presentation and strategy to deliver the information in a meaningful and comprehensible way for the students (Bray, Brown, et al. 2004).
After examining the technology tools available on Gmail, I can comfortably suggest that the calendar document will be useful with the English Language Learners (ELLs). I decided to use the calendar and the MS word processing tools as I think they are very much familiar by most students. The Students, especially ELLs are familiar with the use of calendar because it is similar to their school’s year planning book. In addition, majority of them had had exposure with the use of word processing.
The lesson plan also addresses TESOL standards 2.1, 2.2, 2.3 and 3.1 which deal with students ability to use English language to achieve academically in all content areas. Specifically, Standard 2.1 deals with students’ ability to use English language to interact in the classroom; 2.2 is for students to be able to use English to obtain, process, construct, and provide subject matter information in spoken and written form. Standard 2.3 deals with students’ ability to use appropriate learning strategies to construct and apply academic knowledge and finally Standard 3.1 deals with helping students to use the appropriate language variety, register, and genre according to audience, purpose, and setting (TESOL Standards 1997).
In addition, the lesson plan encompasses the following National Education Technology Standards. It addresses NET*S 2D & 3C “which is to plan strategies to manage student learning in a technology-enhanced environment.” Teachers need to know how to deliver the lesson to all students and to make sure that all students comprehend the lesson before even considering to continue the lesson. Using technology is one of the best strategies to use in order to achieve that goal. I believe using technology breaks the communication barrier between students and teachers. Technology is a universal language and tool that can enhance students’ ability to understand and comprehend the lessons and materials being presented. Another NET*S covered by this lesson plan is 3B which addresses the support of the learners and their diverse needs (Cyrus’ ED637 Syllabus 2007). Teachers should realize that the purpose of employing diverse strategies in delivering the lesson is for learners who have different needs. Students come from different level of all backgrounds. This is especially true with immigrant students. Some come with limited and interrupted schooling. Many come from low socio-economic status, and have limited or no English language background.
The needs learners bring with them stand as major challenges to many teachers. Many teachers who haven’t had training to help students who have these characteristics had done terrible job in enhancing the skills in which the students’ need. The use of technology can help teachers in addressing and providing the needs of the learners.
I like this lesson plan because both teachers and students have access to everything they need to do by clicking on the tasks. For example, in the lesson plan outline, the students have access to do research on any of the countries of which the teacher makes it as link. Teachers can make the word document and calendar pages as link and the students can actually work with the tasks as they go through each of them. This lesson plan is different from the first one as the first one was documented as word processing. There wasn’t any link to any resources. It was basically a handout of direction of the expected tasks of the students. Unlike, this lesson plan, it is available on line and all directions, and resources are available with fingertips.
Creating this lesson is somewhat challenging as I wasn’t familiar with the Google web creator. It took me a bit longer to finish the lesson than I usually do with my other assignments. In addition it took my instructor extra time to assist and walk me through the process of creating a google web page and posted my lesson plan. I was able to publish my assignment and hopefully, it can be utilized by other ESL teachers.
References
Bray, M., Brown, G., & Green, T. (2004). Technology and the Diverse Learning: A Guide to Classroom Practice. Thousand Oaks, CA.: Corwin Press.
TESOL. (1997). The ESL standards for pre-k-12 students. Alexandra, VA: Teachers of English to Speakers of Other Languages.
Cyrus, J. (2007). ED637 Intergrading Technology in the Curriculum Syllabus. School of Education: University of Guam.
Using various technology tools with diverse learners is an effective tool to diversified lesson delivery. Technology tools help both the learners and the teachers. Technology helps students in lessening their level of frustration, especially with those who understand the concept but cannot unlock the information. Likewise, it helps teachers to find the right presentation and strategy to deliver the information in a meaningful and comprehensible way for the students (Bray, Brown, et al. 2004).
After examining the technology tools available on Gmail, I can comfortably suggest that the calendar document will be useful with the English Language Learners (ELLs). I decided to use the calendar and the MS word processing tools as I think they are very much familiar by most students. The Students, especially ELLs are familiar with the use of calendar because it is similar to their school’s year planning book. In addition, majority of them had had exposure with the use of word processing.
The lesson plan also addresses TESOL standards 2.1, 2.2, 2.3 and 3.1 which deal with students ability to use English language to achieve academically in all content areas. Specifically, Standard 2.1 deals with students’ ability to use English language to interact in the classroom; 2.2 is for students to be able to use English to obtain, process, construct, and provide subject matter information in spoken and written form. Standard 2.3 deals with students’ ability to use appropriate learning strategies to construct and apply academic knowledge and finally Standard 3.1 deals with helping students to use the appropriate language variety, register, and genre according to audience, purpose, and setting (TESOL Standards 1997).
In addition, the lesson plan encompasses the following National Education Technology Standards. It addresses NET*S 2D & 3C “which is to plan strategies to manage student learning in a technology-enhanced environment.” Teachers need to know how to deliver the lesson to all students and to make sure that all students comprehend the lesson before even considering to continue the lesson. Using technology is one of the best strategies to use in order to achieve that goal. I believe using technology breaks the communication barrier between students and teachers. Technology is a universal language and tool that can enhance students’ ability to understand and comprehend the lessons and materials being presented. Another NET*S covered by this lesson plan is 3B which addresses the support of the learners and their diverse needs (Cyrus’ ED637 Syllabus 2007). Teachers should realize that the purpose of employing diverse strategies in delivering the lesson is for learners who have different needs. Students come from different level of all backgrounds. This is especially true with immigrant students. Some come with limited and interrupted schooling. Many come from low socio-economic status, and have limited or no English language background.
The needs learners bring with them stand as major challenges to many teachers. Many teachers who haven’t had training to help students who have these characteristics had done terrible job in enhancing the skills in which the students’ need. The use of technology can help teachers in addressing and providing the needs of the learners.
I like this lesson plan because both teachers and students have access to everything they need to do by clicking on the tasks. For example, in the lesson plan outline, the students have access to do research on any of the countries of which the teacher makes it as link. Teachers can make the word document and calendar pages as link and the students can actually work with the tasks as they go through each of them. This lesson plan is different from the first one as the first one was documented as word processing. There wasn’t any link to any resources. It was basically a handout of direction of the expected tasks of the students. Unlike, this lesson plan, it is available on line and all directions, and resources are available with fingertips.
Creating this lesson is somewhat challenging as I wasn’t familiar with the Google web creator. It took me a bit longer to finish the lesson than I usually do with my other assignments. In addition it took my instructor extra time to assist and walk me through the process of creating a google web page and posted my lesson plan. I was able to publish my assignment and hopefully, it can be utilized by other ESL teachers.
References
Bray, M., Brown, G., & Green, T. (2004). Technology and the Diverse Learning: A Guide to Classroom Practice. Thousand Oaks, CA.: Corwin Press.
TESOL. (1997). The ESL standards for pre-k-12 students. Alexandra, VA: Teachers of English to Speakers of Other Languages.
Cyrus, J. (2007). ED637 Intergrading Technology in the Curriculum Syllabus. School of Education: University of Guam.
No comments:
Post a Comment