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SIOP and Technology
Transcript of SIOP and Technology
for Technology Inclusion in 6th grade SIOP Classes
SIOP and Technology
August 25, 2014
is a powerful and valuable tool. With it, ESL students can create knowledge while learning new abilities. ESL students need the process opportunities that technology in the classroom provides, such as learning new skills and strategies. Students actively construct knowledge from their environment, both individually and collaboratively. The goal of incorporating technology in the 6th grade SIOP classroom is to increase student knowledge and comprehension in instruction and assessment practices.
Why is incorporating technology necessary in the SIOP classroom?
The incorporation of technology into the class exemplifies the change that has occurred over the last decade or two. No longer do teachers depend on pen and paper to successfully teach content.
Technology has much to offer the ESL student!
How do we incorporate technology, especially in a
Together, engagement and active participation equal student learning. Technology aids this increased interaction and encourages independent time for learning.
Engagement + Active Participation = Learning
How do we ensure that each SIOP classroom has technology?
Create a culture of technology!
is a company that helps ELL students become fluent readers. Through fluency development, readers make great strides in comprehension and vocabulary. This program addresses challenges associated with Common Core State Standards, Differentiated Instruction, and Response to Intervention. Specifically, Take Aim at Vocabulary, Word Warm-ups, and Signs for Sounds also incorporate research-based principles, strategies, and instructional components (Read Naturally, 2014). Instruction is individualized for each student, so that he or she is focused on building upon current skills and abilities.
The Reading Assistant allows students to read-aloud to the computer, as it provides “real-time corrective feedback via speech recognition, enabling students to self-correct as they are reading aloud” (Scientific Learning, 2014). Additionally, this program offers time savings for teachers, as there are automatic calculations of words per minute (WCPM) (Scientific Learning, 2014). Students are able to select reading materials for varied interests and reading levels as each student moves through the reading levels. The goal in this program is to keep students focused and motivated as they progress, both in school or at home.
This program is designed to cater to all learning styles, with built-in tools for learners from kindergarten to adulthood. In addition to being an approved testing accommodation, this literacy program is designed to facilitate the writing process at all levels; students are able to demonstrate aptitude through progress monitoring (Kurzweil Education, 2014).
The Kurzweil 3000 Firefly, the Scientific Learning Reading Assistant, and the Read Naturally programs are three examples of programs that serve the ESL and general education students alike. However, these programs specifically address needs of ESL students on an individual basis in a simple, more effective approach than could be possible without technology.
In cooperative learning groups, students can enhance not only presentations and projects through digital multimedia technologies but the actual learning that occurs; this is possible because through the use of visual, audio and text, strong memory links can be created (Gonzales, Yawkey, & Minaya-Rowe, 2006). Additionally, students can immediately access digital technology which allows for prompt review of created materials. Using video and internet files provides language and context-rich material for ESL students (2006). Because of this, comprehension is enhanced for students, individually and collectively. Many of the technology programs and software like the Kurzweil 3000 Firefly provide comprehension help with spoken material, including full captions, keyword captions, or slowing of speech rate (2006).
Can I do this?
Many teachers struggle with incorporating technology in the classroom, especially when it comes to ESL students; this integration can be technically and pedagogically challenging (Gonzales, Yawkey, & Minaya-Rowe, 2006). However, effective implementation of technology practices begin with professional development programs and peer-coaching methods (2006).
In conclusion, technology beckons ESL teachers. It offers hope for excellent opportunities in learning, with the promise of increases in student achievement (Gonzales, Yawkey, & Minaya-Rowe, 2006). With the knowledge of opportunity that technology brings, teachers can move forward with confidence with successful teaching strategies in instruction and assessment.
Gonzales, V. Yawkey, T., & Minaya-Rowe, L. (2006). English-as-a-Second Language (ESL) Teaching and Learning: Pre-K-12 Classroom Applications for Students' Academic Achievement and Development, Allyn & Bacon.
Kurzweil Education. (2014). Kurzweil 3000 Firefly. Retrieved from http://www.kurzweiledu.com/content/video_html/k3000v14.html
Read Naturally (2014). Research. Retrieved from http://www.readnaturally.com/research
Scientific Learning. (2014). Scientific Learning Reading Assistant. Retrieved from http://www.scilearn.com/products/reading-assistant
Through interactions with computer software and internet programs that provide opportunities to enhance learning not only through play but also in reading comprehension and writing abilities.