Eugenia raises some really good questions that many of us probably have as
we figure out how to integrate technology with ESL instruction.

 

She writes .

 

"My current challenge is that a large number of my students don't have or
use e-mail, or even computers at all.  My conundrum: should I devote a
significant number of hours in the computer lab next door teaching them the
basics?  Or should I promote the free evening computer basics courses at the
local public library?  After all, the CASAS doesn't test for computer
skills, so how can I justify it to my supervisor?  We've gotta show upgrades
after 40 hours of instruction.  OTOH, if the class were skilled in online
basics, we'd be doing lots more in the lab. 

 

. Can you employ technology in the classroom if your ss are not computer
literate - nay, literate in English?  I think the Internet is a great
resource for integrated language tasks, if your students are literate, in
all senses.  Many of mine simply aren't.  Does that mean we can't use
technology in the classroom?"

I'd argue that you can use computers to help your students who are acquiring
literacy. Budgeting a little time to help them with the basics (using a
mouse, scroll bar, etc.) will increase their self-confidence tremendously.
It may also motivate them to go to the public library and use computers
there (if available).

 

Computer skills will increase their employability (i.e., workforce skills) -
maybe you could "sell it" that way to your supervisor.

 

Suggestions:

 

* Try jigzone.com to help your learners get a feel for using the mouse. The
six-piece puzzles give them practice "dragging and dropping."

 

* Then, use the computers to reinforce basic literacy lessons. For instance,
go to starfall.com for phonics and basic reading practice. 

 

* For listening practice, go to the REEP web site, at:

 

http://www.reepworld.org/englishpractice/

 

There are several excellent basic stories that learners can listen to.
Afterward, they have the option of hearing the story again, sentence by
sentence, as they see the words.

 

* For numeracy practice (such as online flashcards of coins and dollar bills
that you have to count), go to:

 

http://www.aplusmath.com/Flashcards/index.html

 

* And don't discount the power of using basic word-processing programs such
as Word. For instance, one student can dictate a short list of related
content-area words to another student, who types them on the computer. Or
student can practice typing important personal ID information, such as name,
address, and phone #.

 

Hope this helps. Would love to hear other suggestions for integrating
technology and/or using computers with literacy students!

 

Betsy

 

------------------------------

Betsy Lindeman Wong

Lead ESL Teacher

Alexandria Adult & Community Education

Cell (703) 862-1931

  _____  

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Eugenia Fitzgerald
Sent: Thursday, June 04, 2009 10:10 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 4404] Re: [Technology 2056] Re: teachers
aslanguage/different learners

 

I agree with this, insofar as authentic material is used as much as
possible.

Steve, I am so glad you are here to keep us aware of ways to use technology
in the classroom, even though I don't currently teach in a wired classroom.
I think I speak for many instructors when I say that I am all for
technology, when it's there.  I've been privileged to teach in a totally
wired classroom, where I could project content of my own or from the
internet at the touch of a finger.  And I've worked all along the wired
spectrum, when it comes to teaching situations.  I think the optimal wired
classroom also contains video cameras at different angles to gather data on
the classroom teaching and learning.

My current challenge is that a large number of my students don't have or use
e-mail, or even computers at all.  My conundrum: should I devote a
significant number of hours in the computer lab next door teaching them the
basics?  Or should I promote the free evening computer basics courses at the
local public library?  After all, the CASAS doesn't test for computer
skills, so how can I justify it to my supervisor?  We've gotta show upgrades
after 40 hours of instruction.  OTOH, if the class were skilled in online
basics, we'd be doing lots more in the lab.

Steve, when you refer to technology, is it always computers you mean?  Can
you employ technology in the classroom if you do not have a computer or an
internet connection?  Can you employ technology in the classroom if your ss
are not computer literate - nay, literate in English?  I think the Internet
is a great resource for integrated language tasks, if your students are
literate, in all senses.  Many of mine simply aren't.  Does that mean we
can't use technology in the classroom?

Eugenia


Given how hard even "simple" tasks can be to implement, I imp

On Thu, Jun 4, 2009 at 6:08 PM, Steve Kaufmann <steve at thelinguist.com>
wrote:

I would not underestimate the power of repetitive listening to effective
language content. By effective language content I mean content where the
subject matter is familiar or of interest, where the voice is pleasing,
where 50% is understood the first time, and 70-80% is understood after
reading and vocabulary review, and where pressing answers have been received
from a teacher to questions raised by the learner. 

As long as the content is pleasing, and of interest, and yet not fully
understood, the brain is challenged, and learning takes place. That is the
power of the MP3 player, as an extension of the classroom, or as an
extension of a variety of functions delivered via the computer. In this
scenario most of the learning time is spent just listening on am MP3 player,
often while doing other tasks.

Steve




-- 
Steve Kaufmann
www.thelinguist.blogs.com
www.lingq.com
604-922-8514

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