Long Island Technology Summit 2011

How can technology help engage students to learn content?

As educators, we know that engaging ESL students is key to academic and linguistic success.  We are faced with the daily task of teaching grade level content in a language that poses many challenges.

Dr. Michael Nagler, Superintendent of Mineola Schools, presented a workshop entitled, What Are 21st-Century Skills Anyway?  Though, the workshop was not limited to the needs of ELLs, there were many points that Dr. Nagler shared that highlighted the challenges for all learners.

Dr. Nagler stated that, “technology is the tool of engagement and we must stop teaching content and start engaging students in the content.”  During this discussion, he described that the order of Bloom’s Taxonomy was now reversed. With information being readily available, students must learn metacognition – “think about thinking and how they are learning.”

Today’s student is growing up in a world much different than ours. Educators continue to use traditional teacher-centered methods of instruction; this is a fundamental contradiction to the way our students learn. For many of these students, even the pace of technological advances will even make digital natives into digital immigrants. What is certain is that 21st century skills remove boundaries and promote academic success for ELLs and for all students.

So how do we change the way we teach content and how do we use technology to leverage it?  Give students the ability to become problem solvers and critical thinkers.  Don’t give the content, but start with the end first through methods such as project-based learning.Technology must be used as the tool that provides a means to the end.

Special Apps for Special Needs

Using Mobile Devices with Limited English Proficient/Special Education Students

More and more school districts are investigating the use of mobile devices such as the iPad to facilitate learning and instruction for LEP/ELLs in Special Education settings. As K -12 teachers continue to adopt 21st century learning models, curiosity is growing over the integration of mobile devices into the classroom and the practical applications of these new tools.

LEP/ELL students with special education needs present a distinct challenge: how are the language needs met while also addressing various required learning accommodations? One of the key reasons why teachers are exploring mobile devices is that they provide ways to differentiate content and accommodate a variety of learning needs and styles. This is especially true when planning instruction based on the unique needs of a special education student as delineated in his or her IEP. Educators are discovering that mobile devices come with wealth of applications that assist struggling learners and many of these devices have built in accessibility options.

The number of quality educational applications continues to grow daily.  These apps can be downloaded onto an iPhone, iTouch, iPad as well as any Android device. Let’s take a look at just a few of the apps that make mobile devices so unique and so useful for LEP/ELL Special Education students.

Here is a list of applications that are designed for use in Special Education settings:

IEP Checklist -Provides a list of items (with description and ed code) to complete for an IEP

Proloquo2Go - Full AAC solution with over 7000 symbols, natural sounding voices, automatic conjugation, and more.

DAF Assistant Delayed auditory feedback and frequency shifting to help improve stuttering.

Sign 4 Me With more than 11,500 words in the library, you can learn signed English from a 3D avatar.

Sign Smith ASL With more than 1,200 signs, you can learn American Sign Language from a 3D avatar.

iCommunicate Pre-loaded pictures and storyboards/routines (e.g.,schedule) facilitate language comprehension.

Other Classroom Management Tools:

iReward With this motivation chart, choose the behavior, the reward from your camera or photos, and optional praise.

Dragon Search Voice recognition to speak, see and edit your text, then search on Google, YouTube, Wikipedia, iTunes, & Twitter.

iWriteWords In easy or regular mode, trace numbers, lowercase and uppercase letters using numbered prompts.

MindMeister Create, view, and edit mind maps, then share them to a website to view and edit further.

We’re Not in Kansas Anymore: The Advantages of Mobile Technology

Nothing could have prepared Dorothy for the events that were to take place during her journey to see the Wizard of Oz; but, what if Dorothy had GPS to guide her home? What if her smartphone had allowed her to make a few calls? If only Dorothy had the capabilities of WiFi or Bluetooth, she would have used her small, portable device and found a quicker way of getting home.

In today’s world, information is ubiquitous and students are accustomed to fast-paced easy access to information – when they want it and wherever they want it.  Mobile technologies maximize communication in environments never before imagined. Just like Dorothy, our students are in a new world and need to use technology to navigate their journey.

Smartphones, tablets, e-book readers, and laptops allow teaching and learning to take place inside and outside of the classroom. These technologies strengthen interactions between students and teachers and support differentiation of instruction for English Language Learners.

English Language Learners bring the world into our classroom. As Milton Chen explained at the 2011 Celebration of Teaching & Learning Conference,the key to educational innovation is to make School life = Real life.  As educators, we must provide our multicultural English Language Learners with authentic learning experiences that provide “real life” communication and relevance to their own lives.

Here are a few apps that allow students to access information whether they are inside or outside of the classroom.

Dictionary.com app delivers trusted reference content from Dictionary.com and Thesaurus.com. No internet connection is needed to search nearly 1,000,000 words and more than 90,000 synonyms and antonyms in the thesaurus.

SAT Vocabulary Visuals and Audios app includes unique illustrations for thousands of SAT words and explains their meanings using audios from professional narrators. This app translates words in Spanish, French, Chinese and 50 other languages.

iTranslate app translates words and whole words in sentences in 52 languages, and uses text to speech with 43 voices in 16 languages. iTranslate now includes voice recognition and an exclusive conversation and 18 free voices.

Star Walk app allows the user to point the iPad or iPhone at the sky and see what stars, constellations, and satellites you are looking at in real-time. Star Walk also allows you to find information on stars, planets, and satellites.

Leafsnap app is the first in a series of electronic field guides being developed by researchers from Columbia University, the University of Maryland, and the Smithsonian Institution. This app uses visual recognition software to help identify tree species from photographs of their leaves.

Moon Globe app turns your iPhone, iPod Touch or iPad into a precision instrument for viewing Earth’s Moon.  Hold the Moon in your hands. Satellite imagery and topographic laser altimeter data are combined to render the Moon with realistic lighting in realtime 3D.

 

 

 

 

iPad Training for Teachers: It’s all about the Apps

We recently conducted a three-day workshop for teachers who are using iPads with kids in grades K-12. Although all of the teachers worked with ELLs, some of the teachers were ESL teachers, others taught ELA, Math, Social Studies, or Special Education.  You get the picture. We were all over the map as far as our audience was concerned.

So, the obvious question is how do we train teachers from such a wide variety of settings to use the iPad effectively in their classroom? This answer lies at the very core of what makes the iPad so unique: differentiation through apps!

Once the initial how-to session about the functions and features of the iPad is completed, the emphasis must switch. Professional developers must model differentiation for the teachers, just as they would do for the students in the classroom, through the use of solid apps.

This begins by exploring applications that are truly educational and useful for each teacher in their subject area or focus. First share the apps that are basic tools for instruction such as reference tables, calculators, readers, and dictionaries. Introduce apps like iBooks, Stanza, Periodic Table of Elements, Google Earth, and CalcMadeEasy.

If you are part of a district wide initiative using iPads, there should be one set of student tools for managing notebooks, submitting classwork and studying for all students. You must decide as a class which tools you will all use.  Index Card is a great app that allows users to customize flash cards and organize them into categories for studying.

Ideally teachers should create a paperless system. (Can you imagine a world where you do not have to carry home 5 classes worth of assignments on Friday night?) By allowing students to submit their work via the iPad, teachers begin to model one of the true 21st Century learning protocols.

The buzz at ISTE 2011 was that Evernote works very well for this and is a robust app for creating, storing, and sharing documents. The native app Notes is a simpler note-taking tool. Of course, you always have the option to print out assignments when necessary.

As for instruction, remember that oftentimes the best apps cross over into many disciplines. For example, after we distributed our best apps list for ELLs, a teacher shared with us her best apps for Special Ed and we discovered a whole new bunch of apps that can be used with a variety of students.Apps for brainstorming and mindmapping such as iThoughtsHD and Popplet are universal tools for differentiated instruction.

Finally, teachers have to establish a classroom routine that works for them and their teaching style. Whether you have an iPad center a few times a week, or each student uses an iPad every day, the priority must be to set up classroom rules about how and when the iPad is used to achieve the instructional goals the teacher has designed.

What iLearned at ISTE 2011 – Part 2

What if? History Project

During our visit to the poster sessions at the conference, we learned of an interesting project conducted by students attending the Science Leadership Academy in Philadelphia.  The teacher, Diana Laufenberg, created a counterfactual or alternate history project that focused on the investigation of historical events through research and creativity.

Students were responsible for identifying a point in American History where they would change the outcome.  After reading background information and identifying the point of divergence, students researched three events preceding their point of divergence, and then introduced three new events in history leading up to 2011.

The essential questions addressed three main ideas for this project:

How do the actions of individuals impact the historical record?

How do systemic changes impact the historical record?

How influential can one decision be in the historical landscape?

Students worked independently and collaboratively with their peers in developing their presentation of ideas.  The project included an organizer, a work contract and a journal to record the process. Projects were assessed using a rubric and presentations were uploaded onto the school website.

American History can be one of the most difficult subjects for English Language Learners because of the unfamiliarity with historical events in the U.S.A.  The research needed for a counterfactual project can help ELLs gain an understanding of the impact these events have had on our lives today.

Just imagine the alternate history that would be created if a student had never moved to the U.S.A  How would this have affected their lives, schools, or communities?

For more information on the What if? History Project please visit:

http://tinyurl.com/whatifhistory

What iLearned at ISTE 2011 – Part 1

The ISTE conference in Philadelphia was one of the most exciting events we have recently seen.  Everything we attended provided us with new insights into tech and education.  

We left Long Island at 6:00 a.m. and arrived in Philadelphia bright and early ready to tackle the Pennsylvania Convention Center.  We found a parking lot for $10.00 just four blocks away!  That was a great start to a great day.

Our first workshop was “Tammy’s Top 20 Favorite Free Web Tools.”  Tammy Worchester demonstrated a variety of websites for educators.  Here are some of our favorites for English Language Learners:

Bibme.org is a fully automatic bibliography maker. It’s a very easy way for ELLs to learn how to build and format a works cited page.

Qwiki.com is a great way for ELLs to search for information.  The information is delivered in a storytelling format that uses visuals and audio.

Wolframalpha.com is a knowledge engine that generates results by doing computations based on a vast collection of built-in data, algorithms, and methods.  This is useful for ELLs because unlike typical search engines, results can be found for many different academic tasks.

Fur.ly is a site that shortens multiple urls into one.  This is a useful tool for teachers and students alike.  It makes it easy for ELLs to navigate and categorize webpages.

After the workshop, we met Tammy Worchester in the exhibition hall at the Visions Booth.  Visions publishes a large collection of classroom resources that incorporate technology.  For more information on their products visit www.toolsforteachers.com.

Finding their Voice

Finding their Voice        

English Language Learners develop basic oral communication skills during day to day interactions with peers and teachers, but how do we help our English Language Learners develop the cognitive communicative skills needed to be successful in academic settings?

The linguistic and contextual structure of vocabulary that is used in a school setting (e.g. a social studies text vs. a science text) challenges ELLs as they learn academic content.  In addition, ELLs encounter difficulties when attempting to orally communicate ideas and concepts because of their unfamiliarity of the grammatical arrangement of the words in phrases and sentences used in academic discourse.

ELLs need ample production opportunities with partners to develop oral fluency. Technology can be utilized to support oral language learning in both formal and informal settings within the classroom.  The use of technology provides a low anxiety environment with a focus on communication and error acceptance.

Here are a few interesting ways in which educators can help English Language Learners in finding their voice:

Voicethread is an amazing tool that allows students to upload images and files in different ways.  Students can post text, record their voices, and comment on other projects.  Students can write scripts and record with this useful web-based tool.  Like most students, ELLs enjoy recording and publishing their own podcasts. It’s simple to set-up and easy to use. 

Voki allows ELLs to create a Voki avatar and add voice to the character.  Students can record by phone, use text to speech, record using a microphone, or upload an audio file.  Customize the Voki voice, clothing, accessories, and background.  Then publish and share the Voki via e-mail or use a code to share it anywhere.

Just imagine students creating podcast discussions of book reports, autobiographies, debates, current events or just creating visual and oral representations of a set of instructions or a process.  With this technology, there are limitless activities and projects that will help ELLs find their voice.

Digital Storytelling for ELLs

Developing Writing and Oral Communication Skills

Teachers are enhancing their content-based lessons using 21st Century tools to develop ESL students’ language and communication skills. They are discovering that digital storytelling projects increase motivation, creativity and overall achievement in the language classroom.  Not only do learning projects like this enhance the acquisition of English, but the students are also acquiring transferable 21st skills.

Free or fee-based  online subscriptions to sites such as discoveryeducation.com provide teachers with a variety of media that can be searched by subject, grade or media type as well as lesson plan resources and classroom management tools. Teachers have the option to download full video or video segments and to save what they like so that students can view and review them anytime or anywhere.

Teachers and students can script, record and edit their own digital stories. The Flip camcorder is portable and easy to use, but we don’t use their editing software.  Instead video clips can be imported into Windows MovieMaker or iMovie to create video lessons and study prep guides on content area topics.  Both MovieMaker and iMovie allow the user to import additional sound and picture files to create a movie project that is polished, professional and tailored to the learning objectives of the class.

Hall Davidson, www.discoveryedspeakersbureau.com, an expert on digital storytelling and teaching with media technology states: “What veteran teachers suspected the research has proved: 21st Century students are different. With different attention spans, higher IQ test scores, and social networks, their sophistication comes earlier—with a different skill set. There is a silver lining: We can teach this “New Brain” more effectively, more efficiently, more engagingly. We have the technology! Media has evolved and education must evolve to match.”

The iPad Revolution!

Using iPads with ESL students

So, by now I am sure that every teacher reading this has gotten his or her hands on an iPad, right? Well if you haven’t, you have just been given your summer assignment.  In my opinion, there is no other tech product currently available for teachers that can facilitate teaching and learning like this one.  I think you will find that the iPad is a revolutionary educational tool.

For our purposes, I’m going to narrow the focus to the use of the iPad for English as a Second Language Learners. If you haven’t become a devotee of the iPad universe, join me. Let’s take a look at just a few of the things that make the iPad so unique and so useful for ELLs.

iBooks Struggling readers will find the tools available through iBooks absolutely indispensible.  The highlighter, bookmark and note tools facilitate student comprehension and encourage students to use the reading strategies we have taught them to readily access the content of a text.  By simply touching a word or phrase, they have the option to get the dictionary definition, highlight, annotate, or search.  In addition to marking up a page, the student can  find all the notes and bookmarks in one place when reviewing the text. They can also type in and search for key words or phrases within the text.

Students are able to download  and store books and pdf files without breaking their backs with overloaded book bags.  The library can then be sorted by title, author or category.  Upon opening a book, students can browse the table of contents, flip through pages, or advance to any page in the book with one or two gestures. The brightness, font size, or page color can be adjusted to suit the reader’s preference.  If you prefer to use a Kindle e-reader, (I like it too) you can download the app to your iPad and use that one as well.  There is also an app called OverDrive, which allows you to borrow e-books from your local library!

Notes Lisa and I have been experimenting with several different note tools.  I have found that for basic note-taking the Notes application that comes standard with the iPad is okay.  However, several of the apps now available allow students to record a lecture while drawing, writing or typing their notes.  This is very useful for ESL learners. They can play back the lesson as many times as they like while reviewing and revising their notes. Notes Plus is one such app.  inClass is an app that offers audio, video, and photo note-taking, as well as a student organizer. Other writing apps that are being used in school districts include Office2HD, PaperDesk and iAnnotatePDF.  Dragon Dictation is a speech to text application that is great to use with Students with Interrupted Formal Education (SIFE). Verbally is an assistive speech application that allows users to communicate by selecting from a word bank. Speak it! is a text to speech application that allows  students to hear what they are typing.  UYH Gold is a good for practicing handwriting with SIFE.

Educational Apps We continue to test out apps that are both fun and educationally useful for ELLs.  There are several good ones.  Flipboard allows you to customize and browse the web in a magazine layout that is easy to scan and fun to read. There are also many good word game applications. I like the traditional Boggle and Scrabble.  There are also lots of flashcard apps, such as Index Card, that help students learn study skills. Apps like Stack the States and Star Walk help with content area studies.

Other Tools But wait..there’s more.  Some of my favorite apps include Google Earth and Translator.   We know that our ELLs benefit from having visuals and the iPad screen is the perfect size to view videos and images – not too big and not too small. You do run into a wall sometimes because iPad does not support Adobe Flash, but you can definitely work around that.

This is just a quick look.  There is a lot more.  I hope this has piqued your interest.  If you haven’t had the opportunity to use an iPad yet, my best advice is to get one and see for yourself.  If you know about some useful apps, tell us!

There are a lot of pilot programs for iPads springing up in schools. Here’s a link to an article from Scholastic.com that highlights an iPad pilot program in a  NY school district on Long Island. Who knows, maybe your district will be next?

Play-Based Learning On The Go

I recently spent 5 hours driving in a car from New York to Maryland with my eleven year-old daughter & twelve year-old son.   Before heading on our journey, I decided it would be a good idea to bring my iPad for entertainment.

First, I had to set some time limits on how long each one would have with the iPad.  It’s no easy task deciding how much time each could play or who will be the first!  Nevertheless, we were on our way.  Besides a few music requests from my music library, they got to play their favorite apps.

I encourage my kids to play educational apps that challenge their thinking and yet are fun.  Two apps in particular that we all like to play are Stack the States and Stack the Countries.  The object of the game is to earn a random state or country for every level completed to create your own personalized map.

The Stack the States app features questions about capitals, state shapes, abbreviations, bordering states, locations on a map, nicknames and other trivia.  The Stack the Countries app features questions about capitals, landmarks, major cities, continents, border countries, languages, flags, and country shapes.

Though some of the questions seem easy such as, “Which state borders New Jersey?”  Others were a little more difficult like, “Which country shares a border with Malaysia?”  My kids find it particularly interesting when I can’t figure out the answer.  Though those times are few, I do enjoy sharing the tips to figuring out the answers.

Educational apps help reinforce what is learned in school, build memory and critical thinking skills.  Why not use them in schools?  What a great tool to integrate in a classroom where English Language Learners can work side by side with their Native English speaking peers.  ELLs are a resource and bring a world of knowledge into a classroom.  Play-based learning with their classmates provides the perfect low-anxiety opportunity for them to use the English language to share their world view with others!