The panel explores successful integration of technology in ELL elementary classrooms, considering the why (research findings) and how (practical examples and demonstration of technology). It also discusses training: 1) how teachers can be successfully prepared in teacher education programs, and 2) two online TESOL professional development opportunities in technology. Participants are given the time and opportunity to ask questions and share.

1. Technology in ESOL Classrooms & Preparing Teachers for Successful Integration TESOL Intersession Presentation: Computer-Assisted Language Learning (CALL)And Elementary Education Interest Sections******** Presenters: Dr. Christel Broady, Dr. Karen Kuhel, Ellen Dougherty, Margaret McKenzie, Stacey Abbott, Sandra Annette Rogers, and Benjamin Fabie

2. Session Summary The panel explores successful integration of technology in ELL elementary classrooms, considering the why (research findings) and how (practical examples and demonstration of technology). It also discusses training: 1) how teachers can be successfully prepared in teacher education programs, and 2) two online TESOL professional development opportunities in technology.

3. THE PRESENTERS

4. Technology Integration into TESOL Teacher Education Programs Dr. Karen Kuhel Kennesaw State University Dr. Christel Broady Georgetown College

5. The Need For Technology in Teacher Education Programs Technological natives vs. technological immigrants Resistance based upon lack of understanding Teacher Educator Preservice Teacher Practicing Teacher Need to meet teacher education program standards* Accreditation P-12 – NCATE General Education Common Core NETS TESOL TESOL technology standards *example is from the United States

6. The How of Technology in TESOL Teacher Education Programs Stand alone technology course Introductory technology course + intentional systematic embedding of technology throughout rest of program Only intentional systematic embedding of technology throughout program

7. The Pedagogy of Sustainability Develop knowledge and skills to consider which technology best meets the needs of a specific teaching/learning situation Develop skills in specific technologies Develop Communities of Practice in order to sustain systematic appropriate use of technology(ies) for academic achievement

8. Determine which technology best meet the needs of a specific teaching/learning situation Pedagogically, how can teacher education programs help preservice and practicing teachers become reflective consumers of technology? Situate technology learning and application within the content and context of the classroom; Stress active reflection on the effectiveness of all areas of instruction (content, language, and technology); Utilize project-based collaborative learning Draw on resources from others who have a long history of using technology to develop differentiation of instruction

9. -- http://cast.org/udl/index.html http://bookbuilder.cast.org/model.php

10. In Kentucky, all teachers are ESL teachers

11. Where to begin?

12. Collaboration of regular teachers with ESL Specialist

13. Creating Communities of Practice Via Asynchronous Technology And Social Media

14. Technology

15. Web 2.o Tools Audio Recordings & Downloads Videos Wiki to build knowledge (wiki=quick website) Twitter: http://twitter.com/GeorgetownESL?evid=UPFMfuTrr0SbgmK9h30o%2F0zwNtW%2FKdbK1F5Zz%2FpY3q4%3D&utm_campaign=newfollow20100823&utm_content=profile&utm_medium=email&utm_source=follow Blogs, for example http://gtownesl.blogspot.com/

16. Webpage http://kentuckyclassroom.org/georgetownesl/ Should represent the latest professional news and development

17. Professional Leadership Become an active member in professional organizations Contribute to the profession Model advocacy on the levels of school, state, and beyond

19. Google Chat

20. Google documents for review

23. Technology Review Project

24. Lesson Plan using technology

25. Assessment:

26. Analysis of all assessments one ESL student undergoes

27. Design of a school-wide PD via technology

28. Linguistics

29. Electronic voice and writing sample analysis

30. Creation of e-book for all candidates

31. Cultural Communication

32. Thorough www research on one culture and language group, interviews, home visits, PD via technology

33. Leadership

34. Analyze school data of ESL students electronically

37. 114 schools

38. 106,642 students

40. “Administrators play a pivotal role in determining how well technology is used in our schools.” http://www.iste.org/standards/nets-for-administrators.aspx iste (International Society for Technology in Education) NETS-A (National Educational Technology Standards)

41. The hallmarks of the new school leader Critical understanding: 1. For administrators to create and sustain a culture that supports digital-age learning, they must become comfortable collaborating as co-learners with colleagues and students around the world.

42. The hallmarks of the new school leader Critical understanding: 2. In today’s digital learning culture, it’s less about staying ahead and more about moving forward as members of dynamic learning communities. Administrators convey a vision for technology infusion and ensure development of their own technology skills and those of others.

43. ISTE NETS and Performance Indicators for Administrators (NETS-A) Visionary Leadership Digital-Age Learning Culture Excellence in Professional Practice Systemic Improvement Digital Citizenship

44. So…how can technology help district level staff support their colleagues in higher ed and on the local school level?

45. Quick access to information and resources Websites or blogs Cobb ESOL Blog Cobb FL/ESOL Tech Integration Blog

46. Online collaboration Wikis (PBWorks) GoogleDocs DropBox Blackboard Skype

47. Information gathering GoogleDocs– online forms, spreadsheets

48. Technology integration into the elementary classroom – School Administrative perspective Stacey Abbott Cobb County School District

51. Our Staff Back Then Apprehensive Adopters ReluctantAdopters Early Adopters

52. Developing Buy In Monitoring for Student Achievement- Built Accountability

53. Dedicate Support & Materials Initial training to use new technology provided by companies (Promethean, Active Studio/Inspire) Local school Technology Integration Specialist continued support during collaboration time (document cameras, CPS, iRespond) Continued to purchase/seek curricular resources to use with technologies Recently added an ipod cart for use with ELLs

55. Dedicate Time Collaboration- 2 hour protected collaboration (Learn, hyperlink into units, skype) Unit planner development-use of shared drive Peer Observations to learn from each other

56. Develop Accountability Easy to “drop” as learning gets layered on… Builds Transparency

57. Develop Accountability A reminder to practice what has been learned Evens out the playing field Creates a need for collaboration

58. Technology integration into the elementary classroom – Teacher perspective Benjamin Fabie Belmont Hills Elementary

59. TECHNOPHOBIA “Although my hands do get dried out, a chalk holder is not for me. I have technophobia.”

60. 21st Century Classroom During the 2007-2008 school year, the Cobb County School District in Georgia launched the “21st Century Classroom” project, which included placing IWBs in every working classroom within seven demonstration schools. “The 21st Century Classroom initiative will turn classrooms into high-tech, interactive learning environments at the seven schools.”

61. Promethean ActivBoard

62. Software Programs ActivStudio ActivInspire Flipcharts Teacher/student created Steal with zeal! www.prometheanplanet.com Collaborative sharing on school server

63. Student Response Systems

64. INTERACTIVE or TEACHER-ACTIVE

65. Centers-based Classroom

66. Student Focused Student Response Systems Multiple Pens

67. Document Camera Sharing student work Camera and Video

68. Kindergarteners and Technology?

69. New Adventures!

70. Ellen Dougherty University of Nevada Las Vegas

71. Conditions for Optimal Learning Environments (Egbert & Hanson-Smith, 2007) Interact & negotiate meaning Interact in target language with authentic audience Involved in authentic tasks Exposure to and encouraged to produce varied & creative language Sufficient time & feedback Guided to attend mindfully to learning process Atmosphere with ideal stress & anxiety level Autonomy is supported

73. Users travel virtually

74. Photographic detail

75. 3D model based on satellite images

76. Space level

77. Street level

78. Google Earth, Sky, Moon, Mars

79. Google Tour

80. Streams over wired /wireless networks

81. Users travel virtually

82. Photographic detail

83. 3D model based on satellite images

84. Space level

85. Street level

86. Google Earth, Sky, Moon, Mars

87. Google Tour

89. Microsoft Office

90. Google Docs

91. The Important Book by Margaret Wise Brownhttp://www.writingfix.com/Picture_Book_Prompts/ImportantBook1.htm

93. Phonological awareness

94. Sound sequencing

95. Language structures

96. Emphasizes link between spoken & written language

97. Fine motor skills

98. Hand-eye coordination

99. Pattern recognition

100. Color-shape identification

102. Learning English –New York Times

103. Story Kit - Int. Children’s Digital Library

104. Conversation English

105. Allen English – Grammar

106. ESL - Innovative Language Learning

107. Scrabble

108. Kaplan TOEFL Vocabulary

109. HubbleSite.orghttps://rlimberg.wikispaces.com/Ipod+Touch

110. TESOL Opportunities for Professional DevelopmentONLINE Sandra Annette Rogers University of South Alabama

111. Independent Online Learning Opportunities 1. TESOL's Principles & Practices of Online Teaching (PPOT) Certificate This yearlong course hosted by TESOL is conducted at the University of Wisconsin-Eau Claire via online This certification is for Teaching English to Speakers of Other Languages (TESOL); however, it's open to anyone from any field. PPOT courses encourage social networking and highlights the free online tools that could be used for educational purposes.

112. PPOT Certificate Sample Coursework: Foundation course (history of online teaching, methodology and research findings), Creating and Using Multimedia Online, Teaching Reading and Writing Online, Teaching Listening Online, eCommerce for Teachers and Administrators, and a Completion course (final projects, debriefings, and summation).

113. Electronic Village Online (EVO) 2. TESOL's CALL-IS Electronic Village Online (EVO) CALL-IS actually created the PPOT Certificate program. EVO takes place annually during the first part of the year and is not a certificate course; it provides various sessions free of charge. To get involved next year, look for announcements for the call to participate in December of this year for EVO 2012. These announcements are generally shared on the TESOL list serves, so make sure you join the one connected to your interest section. Even though the session has ended, you can still view the content covered. Generally, the sessions are participatory and conclude with a final project. Therefore, there are numerous projects to view that include sample lesson plans, blogs, wikis, videos, photography, audio files, etc.

114. EVO's Mission Statement The EVO is a creation of TESOL's CALL Interest Section. In this age of electronic communication, it seems a natural way to bring the issues of our profession to the international stage. Our goal is to allow learning anywhere, anytime, with as little expense as possible. Thus EVO moderators and trainers are all volunteers, and participants need only provide their own Internet access to take part in activities. Contribution as a Moderator is a significant act of volunteerism, and forms an important service to our profession.