Module 3 - Innovation & Technology

-
Using technology in the classroom has always been something I wanted to be good at and have already started using a variety of technological tools. At the same time, I think I have misunderstood that just using technology does not necessarily mean that my lesson has been improved in any way. I have often used them as substitutes for projects and assignments that students would have otherwise just been done on paper. I feel that a lot of what I was taught seemed to equate any usage of technology with innovation, but I never really was taught what innovation meant. This has lead me to ask: In the ELL classroom, how can I use technology in a truly innovative way? 

Using Technology in Innovative Ways for ELLs

As Couros (2021) argues, innovative ideas must be both new and better - the different way of doing things must lead to a better result. Learning about the unique needs of ELLs has pushed me to think of ways that I can use technology to not just supplement my students' language development, but to enhance it in a way that allows them to then engage in new tasks. From what I have learned, one way to start doing this is to have a clear idea of where my students are as well as clear language and content goals. What language skills do my students currently have? What do they still need to learn? How can tech help them access and understand content? How is tech being used to develop language skills?  

For ELLs to benefit the most from technology, teachers must find and use tools that directly address language functions. Indeed, "technology can provide meaningful adaptations to support content instruction and language development for ELs" (Kelly and Siefert, 2017). While not as common as I would have hoped, I have learned that there are still a variety of options to choose from. 

Example digital tools to help ELLs...
            Access Material: Read&Write, BrainPOP ELL

            Build Background Knowledge/Vocabulary: Storybooks Canada, Duolingo, Popplet

            Create Visuals: Piktochart, Smore, Easel.ly

            Tell Stories: Book Creator, VoiceThread, 

            Collaborate with Others: Microsoft OneNote

            Help Students Study: Brainflips, Quizlet

SAMR Model

Another tool that teachers can use is the SAMR model (figure 1), which stands for Substitution, Augmentation, Modification, and Redefinition. This model allows teachers to assess how they are using digital tools and to challenge teachers to move from the realm of enhancement to transformation.

Figure 1. SAMR Model. Image from Schoology (30 October 2017). Link: https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Kelly and Siefert state that "ELs benefit from authentic literacy experiences and digital tools where they can collaborate and communicate with their peers while practicing essential language and literacy skills in both traditional and digital spaces" (2017). In thinking about the relationship between innovation, technology, and the SAMR model, I have come to realize that not all ELL-specific digital tools are the most innovative - many of them fall in the category of augmentation rather than modification or redefinition. However, these ELL tools are still so valuable to ELLs, whose skills can be so varied.  The value of these tools can be seen when they are used in conjunction with other pieces of technology to increase the extent to which students can practice literacy experiences and communicate with peers. For example, a tool like Read&Write  (an augmentative app which can translate and transcribe) can be used with a blogging platform so that students can feel more confident and comfortable sharing ideas for other students around the school to comment on (which falls in the transformation realm of SAMR). 

In response to my original question - how can I use technology in a truly innovative way?  - I believe that my answer is that I need be more critical with the tools that I choose to bring in to my classroom. I need to have a clear purpose for these tools, and then communicate that purpose to my students. Furthermore, I believe that I need to be more creative with how I use tools in conjunction with one another, how I can redefine my students' learning, and how I can engage my students in tasks that allow them to practice essential language and literacy within content. 

References:

Couros, G. (2021). "What Innovation Is and Isn't." Accessed 8 April 2021 from https://georgecouros.ca/blog/archives/5290

Kelly, K.S., and Siefert, B. (2 June 2017). "Tech Tools to Support English Learners’ Literacy and Language Development." International Literacy Association. Accessed 8 April 2021 from https://www.literacyworldwide.org/blog/literacy-now/2017/06/02/tech-tools-to-support-english-learners-literacy-and-language-development




Comments

Post a Comment

Popular posts from this blog

Module 6 - ELL Parents as Leaders

-
Image
Throughout my time learning with Queen's courses, I learned that part of creating a welcoming environment for ELL students is welcoming their families, too. It is essential that parents and students feel valued in the school community. This is because"learning is strongest when schools, parents, and communities work together to support education" (Tesol, 2018). However, despite the amount of times that I have come across this topic, I only began to think of ELL parents as leaders after reading Colorín Colorado's guide .  Why is ELL parent participation not enough? In this document, Breiseth, Robertson, and Lafond emphasize that while parent participation is important, it should not be the only capacity in which parents can get involved. Parents, especially ELL parents, should be encouraged and supported to take on leadership roles too. ELL parents who represent the cultures of the school have a unique understanding of their needs and "are likely to offer successf...
Read more

Module 4 - Collective Teacher Efficacy

-
Image
Despite studying and reading about countless teaching strategies, frameworks, and programs, I was shocked to learn that collective teacher efficacy tops the list of having the strongest influence on student achievement (Corwin Visible Learning Plus, 2019). According to Donohoo, collective teacher efficacy (CTE) "refers to a staff’s shared belief that through their collective action, they can positively influence student outcomes, including those who are disengaged and/or disadvantaged" (2017). I have come across many articles that talk about the positive relationships and environments teachers need to create within their classroom. But what stands out to me about CTE is that it directly tells us that staff need to do more than just work on their classrooms in isolation. In fact, the research on CTE tells us that staff teams who foster positive and goal-oriented relationships with each other can be the most impactful aspects of a students' educational experiences.  Group ...
Read more

Module 2 - Intercultural Competence as a Basis for Building Equitable Classrooms

-
Image
One of my favourite parts about working in my ever-growing school district is that our classrooms are filled with so much linguistic and cultural diversity. It is exciting to walk into a classroom, knowing that different ways of living are being represented in the room. However, the diversity and differences have also lead to some challenges of their own. Disagreements and tension between teachers, students, and peers can come up due to mismatched understandings of roles, responsibilities, social issues, and the educational environment. Circle of Hands.  Retrieved from Pixabay: https://pixabay.com/vectors/circle-hands-teamwork-community-312343/ Intercultural Competence I have learned that successfully navigating diverse classrooms requires more than just an awareness for difference, it requires us and our students to understand how to respond and act within those differences. The term  intercultural competence encapsulates this, as it is defined as "the ability to [commun...
Read more