Abstract

In order to educate the diverse population of our youth in the education system we must broaden our own views of what educational tools should consist of, what concepts need to be taught, how concepts are learned and interpreted for students of varying backgrounds.

The demographics of our students is not the same as it was 50 years ago or even the same as it was 10 years ago, as the student population diversifies, so must our educational tools. These tools must be able to educate a diverse group of students, appeal to their backgrounds and understandings.

These tools must move out of the class rooms and into the homes, these tools must take advantage of our growing technological advancements. And finally these tools must move beyond being tools for students but rather games. Games are what students occupy their times with, and in order to reach the student when not educating them in the classroom, one must use current technology and entertainment to incorporate education into the daily lives of the youth.

In order to create games that appeal to the diversifying student body, one must have a diverse team of specialists that understand the different backgrounds and interests of students.

In this presentation, I will discuss the diversification of the education system, the advancements of technology, how to use technology for education and how collaboration is the best way to reach a broad student audience.

Presenter

Palkin Zed

The author is a developer of the educational game PRIME, a game designed for ages 12 and higher, which educates the user on prime numbers, mathematics and strategy. This game was developed by four students at the University of Nevada, Reno. The students have ethnic backgrounds and education including computer science, art, music, business and philosophy.

Abstract

Engaging Computer Activities for ESL Learners

Abstract
Term clarification – English learners are referred to in many different ways, depending on the environment.
• ELL – English Language Learner (Now used in public schools)
• ESL – English as a Second Language (Still used in adult education and college settings and in most of this proposal)
• ESOL – English to Speakers of Other Languages (varied applications)

A. Title of presentation – Engaging ESL Learners Using Computer Activities
B. Purpose of presentation – This two-part session is designed to (1) expose ESL educators to the unlimited learning potential offered by carefully selected Websites and computer applications; and (2) involve educators in creating activities that both they and their students can easily adapt or expand to develop all aspects of language performance: reading, writing, speaking, and listening. The resources shared in this session target beginning and intermediate ESL students of all ages (K-12 through adults), but can be adapted to other learners, such as those in adult basic education, GED programs, and remedial college courses.

Educators have always faced the challenge of teaching ESL students in multi-level, multi-cultural, and multi-language environments. Now, more than ever, teachers nationwide are hard-pressed to provide instruction to all students, with the increasing influx of immigrants into their classrooms. Public schools in the U.S. are being forced to provide specific professional development to regular classroom teachers on how to handle ELLs in classrooms with native speakers. Many schools are hiring ELL coaches, who handle heavy loads as they try to assist regular classroom teachers by either giving them suggestions or actually taking students out for specific language instruction during school hours. In addition, thousands of students await entrance to colleges that would love to enroll them in certificate and degree programs were it not for their language limitations. Adult education programs are also being swamped by students anxious to enter the workforce but unable to due to language, computer, and other academic limitations.

One highly successful approach to individualizing instruction among groups of ESL learners is to have students take advantage of all of the activities available for independent and group learning on the Web. Unfortunately, beginning and intermediate learners cannot handle the language used in most sites, even in gaming, and computer tutorials also demand an eighth-grade or higher reading level. However, there are many sites and activities that can significantly help teachers and their ESL students as they strive to acquire language and technology skills. This session will explore those resources.

C: Objectives of the two-part presentation
1. Explore Web 2.0 tools (i.e. blogging, community building, mapping, video sharing and more) presently being used to develop language and computer skills among students with limited English proficiency.
2. Participate in fun activities developed for ESL students using MS Word, Excel, and Power Point.
3. Play serious games that both teach English and allow students to compete with themselves or each other in a game environment.
4. Create three engaging activities using three MS Office applications, which students can also develop and modify to extend their language learning and computer skills.

D: Practical applications – Participants will not only take “home” their own self-created activities, but they will also be given a long list of resources that they can easily access through the Web, with instructions for both students and teachers. Once ESL instructors help ESL students learn through computer technology, they are amazed at how well students begin to teach themselves. Helping beginning and intermediate language learners become independent learners has always been a challenge, especially in multi-level classrooms, and especially through fun and laughter. By leading students into self-supporting and fun learning activities, teachers are freed-up to individualize and differentiate their instruction as needed.

E: Relationship to the conference theme: blogging, competitions, engagement, games, Google tools, media, networking, Web 2.0, and more.

F: Information (data or theoretical base) to support what is advocated:
• “Constructing Meaning With Computers.” TESOL Journal, Vol. 11, No. 3, Autumn 2002
• Quann, S and Satin, D. Learning Computers, Speaking English: Cooperative Activities for Learning English and Basic Word Processing, University of Michigan Press (ISBN: 978-0-472-08683-2), 2000
• “Benefits and Challenges in Using Computers and the Internet with Adult English Learners,” National Center for ESL Literacy Education (NCLE), July 2000
• “Why Integrate ESOL and Computers?.” Focus on Basics, Volume 4, Issue C ::: December 2000
• http://tech.worlded.org/docs/cesol/resources.htm – Long list of books and articles that support the use of computer technology in language instruction at all levels
• “ Improving reading speed and comprehension of ESL students with the computer.” (Practicum Papers): Nova University, 1996.
• “Computer and instructional design in foreign language/ESL instruction.” TESOL Journal, 5(2), 24-29. 1996

Presenter

Leecy Wise

Coordinator, Four Corners Professional Development Resource Center for the Colorado Department of Education/AEFL; Owner/consultant, The Reconnection Company; facilitator/instructor for CCCOnline, CILC, state and national PBS TeacherLine and other groups offering online and hybrid courses for graduate and undergraduate credit; Curriculum Developer and state trainer for ABE, GED, ESL, and literacy programs; Coordinator for McGraw Hill GED Online project; Webmaster for businesses and organizations; Tech Beat editor (monthly tech state newsletter for adult educators); Conference Presenter on a variety of topics relating to the use of technology for learning, cultural influences on learning, and best practices for integrating students into the learning process in the 21st Century. Previous: Tenured ESL/ABE instructor and Faculty DE Trainer for El Paso Community College. Over 40 years of teaching, administration, curriculum development and consulting in the U.S. and abroad. M.A. in Spanish (Linguistics minor) with additional literacy certification and many post-graduate hours in adult education.

PURPOSE: Although students may feel confident in using computer software, few only know a limited set of features available in the Microsoft Suite (i.e. Word, Excel, Powerpoint, Access), and even fewer understand the importance of learning an integrated approach to accomplish tasks and/or projects. Therefore, this presentation is targeted at teachers of application software, both academia and employee training.

OBJECTIVE: The goal of this presentation is to provide specific examples used in a successful implementation of a Computer Essentials/Profinciency Course.

PRACTICAL APPLICATION: Presentation attendees will be able to use descriptions and materials to adapt a similar design for academic courses and/or work-related instruction.

CONFERENCE THEME: TTIX, Teaching with Technology Idea Exchange, strives to provide a wide variety of technology-enhanced education topics. One important aspect is to inform participants about past experiences, best practices, and methods of teaching with technology.

INFORMATION: This presentation will focus on practical experiences and specific examples used in preparing undergraduate students for further coursework, as well as employment opportunities.

2nd-Day Hands On: Integrated Computer Essentials/Profinciency Course Assignments
This practical experience will cover various assignments presented during the Computer Essentials/Profinciency Course. Whereas time is limited, attendees will be given the opportunity to work on selected portions of individual/group student projects using Microsoft Word, Excel, Powerpoint, and Access. Participants will gain further insight as to the value of practical-student exercises.

Biography
Jay Deuel is the uOnline Program Coordinator at the University of Utah. He is also an online-graduate student in the Technical Writing Program at Utah State University.

Prior to his current position, Jay was the Computer Essentials (a.k.a. Computer Profinciency) Course Coordinator in the School of Business at the University of Utah. As an Assistant Professor, he designed the curriculum, supervised fellow instructors, and taught numerous sections for five years.

In 2001, Jay received the “Instructor of the Year” award for his work in designing and teaching two modules within the Continuing Education’s Webmaster Certification Program; his subjects included HTML & JavaScript.