SHELTERED INSTRUCTION TECHNOLOGY INTEGRATION PLANJESSICA BESSERSEI/301Due: February 1st, 2015Instructor: Diana Lucero

4TH GRADE TECHNOLOGY INTEGRATION

“ At the heart of effective technology integration, technology offers opportunities to be more actively involved in the learning experience”

- Vanessa Vega, Edutopia Research Analyst

TECHNOLOGY TOOLS FOR ELL STUDENTS

Image galleries: While assisting ELL students who are learning English, preview each of your lessons and support the text your reading with suitable images from the internet. Images provide contextual clues and help ELL students determine meaning.

Multilingual books: Research shows that if students have literacy in their primary language then they are able to transfer those skills to reading in English. It’s important to use reading programs that are easy to use and integrated audio and software program.

Applications: Use of smartboards, laptops, iPads and chrome books. Some of the programs a teacher could use would be iBooks, Kindle, google translator, phonics, world speller and Rosetta Stone.

4 TYPES OF TECHNOLOGY USE FOR 4TH GRADE

1. Software programs- Rosetta Stone and Read Naturally

2. Multimedia projects- Power Point presentation3. Podcast and blogging 4. Use of laptops, iPads, chrome books

SCENARIO #1 Scenario: A few ELL students are having trouble following the class and comprehending

English vocabulary words. During individual work time in the class the teacher sets the students up with their individual laptops and headphones and allows them to work quietly at their own pace to learn English while still associating with their native language. The results are sent to the teachers computer where she can make see what each individual student needs.

Use of Rosetta Stone: Installing this software on classroom computers, students can progressively become more consistent with guided activities which focus on listening and speaking. One-on-one tutoring, classroom interaction with the teacher, group learning, and self paced individual study are some ways to interact. There are game based activities, and rich reading content which engage students. Teachers can assess progress, with a reporting tool that they can also customize instruction for different learning needs.

SCENARIO #2 Scenario: In a fourth grade classroom of 30 students, half the class come from households

where English is second language or isn’t spoken at all at home. The student lack academic support. The teacher in this classroom set the students up with blogs and required the students to write 100 words a day. They then could post their blog to the classroom website and read and share with other students.

Blogging: Blogs provide a virtual workbench that students can use to find their creative muse and learn about the technological world. Teachers could give a topic each week and have the students blog or write about it. Using blogger.com students could read, comment on others work and publish work. Blogging improves engagement , technical skills and lessons in digital citizenship. With blogging students learn typing, internet research, editing, graphics and a platform to share work with the class

SCENARIO #3 Scenario: A teacher in a fourth grade classroom has given each student a country report.

Each student is to research a country and follow directions as to what to present. Each student will have time each day in class on individual laptops to work on their project. Instead of having the students orally present the project, they can demonstrate and share through Power Point. This will help ESL students who struggle to read orally.

Multimedia projects-Power Point: Can be easily effective for ESL students, it exists as part of many ESL students prior knowledge. Power Point is a dynamic vehicle for preparing students to read, preparation that involves, “activating and building background knowledge” It’s a bridge for the ESL students because the slides have boundaries, are easy to set up, allows students to focus on ideas and keeps things organized. Teachers benefit also by the Power Points building block approach to language in order to craft presentations.

TECHNOLOGY MAKES LEARNING FUN!

WHAT DOES TECHNOLOGY DO IN THE CLASSROOM ?

Aide in demonstrating a concept, skill or strategy: Teachers use computers to support beginning ELL’s in guided writing activities. The graphics, prompts, and templates available keep writing interesting and reduce students frustration. EX: Interactive writing games.

Providing feedback for student development: Teachers can customize and differentiate lesson plans based on individual needs. If a student is following a computer program a teacher can have the results sent to him/her to evaluate and assess learning.

Help students build their vocabulary: Technology allows teachers to customize instruction. Some ways students could use technology would be with translation tools, or online picture dictionaries to aid comprehension while more advanced ELL students could use electronic dictionaries without graphic support. EX: online picture dictionaries, Google Translate.

Help students in cooperative learning groups: Thinking skills and creativity are promoted when students interact with their peers, to brainstorm, explain, question, disagree, persuade and problem solve. Technology can enhance peer interaction in cooperative learning groups as students can engage in peer tutoring, model effective behavior, communicate electronically and take a range of roles while working at the computer. EX. Use of email to communicate.

CONCLUSION Integrating technology into an ESL setting can be beneficial in many ways and some of them include these things:

It can individualize and custom curriculum.It can promote cooperative group work.It can impact English skills while also providing technology skills essential for 21st century learners.

It can increase the percentage of time students stay on task during independent practice.

REFERENCES ESL students see the point of Power Point. (2008, March). Tesol, Volume 5(Issue 1), .

Retrieved from http://www.tesol.org Heinze, J. (2004, December). Supporting English language learners with

technology . Scholastic, (), . Retrieved from http://www.scholastic.com Perret, K. (2012). Top five technology tools for ELL learners. Retrieved from http://

www.wordpress.com Robertson, K. (). Preparing ELLs to be 21st Century learners. Retrieved from http://

www.colorincolorado Rosetta Stone and ACTFL find common ground. (2014, April). Linguavore.

Retrieved from http://www.rosettastone.com Schwartz, J. (2011, July). Using blog to engage English language learners. Edutopia.

Retrieved from http://www.edutopia.org