Abstract

Purpose of Session
The successful integration of technology into educational settings continues to be problematic. Although computers have had a significant impact in the workplace and the social sphere, they have not had the same transformative effect in education.

Over the last three decades, the implicit goal of research on technology integration has been to identify a single variable that could explain and predict success or lack of success. The various threads of research have been informative; however, they have been unable to substantiate a predictive model. Within the last several years, researchers have begun to reject the single variable solution and have proposed different multivariate, or ecological models in which technology is viewed as one of several elements that interact within a learning environment.

While human agency is acknowledged in these models, we propose that agency is the dominant factor in the successful integration of technology. Specifically, we propose that there is a semi-conscious process—which we call agentive valuation—that occurs when technological innovations are introduced into the classroom. Agentive valuation acknowledges that people are agents with their own purposes, goals, and preferences. We use the term valuation in contrast to evaluation: Where evaluation is more a structured, rational and public process, we use valuation to connote a more intuitive, informal and invisible process whereby agents attach a vague, non-rational value on the technology in relation to their own purposes, preferences, and value systems. Other factors certainly play a role, but are often used to construct an objective public rationale after the fact when other more subjective, relatively private criteria may have been more influential. Agentive valuation encompasses familiar concepts such as cost/benefit and risk/reward; however, these are generally used in the context of a rational value. Agentive valuation also includes less rational criteria such as aesthetic preference and social value. Further, we submit that these issues are implicit in the literature, but have not been brought to the fore explicitly.

The purpose of this session is to briefly review the major themes of the research on technology integration; to describe the process of agentive valuation; to demonstrate briefly how the major themes of research fit within agentive valuation; to discuss with participants how this concept fits with their experience and affects their efforts at technology implementation; and to discuss how agentive valuation points toward different avenues of research.

Practical applications (how can your results/strategies be used by others)
This session offers no magic-bullet solution to the issues of technology integration. It may, however, ease the frustration and redirect the efforts of the technologist/designer/instructor searching for a rational explanation when the explanation may simply not be rational. We will discuss with participants strategies to uncover and address the motivations and values of the various stakeholders. Further, the concept of agentive valuation redirects research toward the valuing process of agents and away from cause/effect or correlational interactions of environmental variables.

Information (data or theoretical base) to support what is advocated
This project began with collateral data collected during evaluations of a realistic, chemistry laboratory simulation implemented at BYU. One of the reigning assumptions is that the “millennial generation” prefers technology. However, our experience did not substantiate this assumption. Even where the professor was enthusiastic about the simulation, students did not always react favorably. Further, in a situation where environmental variables are reasonably similar, some classes gave favorable evaluations of the simulation, and other classes gave poor evaluations of the product. As we looked into the literature on this subject, and reviewed our own data, observations, and conversations, the pattern that fit best was the notion of a semi-conscious, quasi-rational valuing process by the various stakeholders (including students). While this presentation is largely theoretical, we believe it will be of value for practical implementation as well as indicate different directions in research.

Presenter

Richard Swan
Teaching & Learning Consultant
BYU

Richard Swan earned his Ph.D. in Instructional Psychology and Technology and has worked at BYU for 15 years in the field of instructional design and faculty development. He has been the instructional designer for the international award-winning Virtual ChemLab Series as well as for several other nationally published instructional products. His research interests include: design for student engagement, the role of agency in learning, learning theory, and educational philosophy. His most recent publication is the chapter, Feedforward as an Essential Active Principle of Engagement in Computer Games, in the book, Gaming and Cognition: Theories and Practice from the Learning Sciences, edited by Richard Van Eck and scheduled for release in the spring of 2010.

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.

Abstract

How do we keep students engaged in learning in a technologically advancing world? How do we link research-based instructional strategies with modern techniques? Where do we find the best educational technology resources? The answers are in the new book, “Using Technology with Classroom Instruction that Works.”

Matt Kuhn, co-author of the book will give an introductory presentation that outlines the book and demonstrates some if it’s most intriguing examples.

This book builds upon the landmark book “Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement” (Marzano, Pickering, & Pollock, 2001) by linking each of its nine categories of instructional strategies with educational technology applications, examples, and resources.

This presentation will introduce participants to chapters infused with research findings and stories of classroom practice including learning through inquiry, projects, collaboration, games, and other activities that make school exciting and meaningful for students. It also includes guidance in planning technology-enhanced lessons and linking them with national standards.

Technology provides the opportunity to differentiate instruction and transform our classrooms into engaging and dynamic learning environments where every student’s learning style is respected and developed. This book shows us why we must embrace education technology and how to do it. Whether you are an ed-tech guru or an ed-tech beginner, this book will take your teaching to the next level.

The motivation for this book is the popular 3-day workshop of the same name. McREL has given the Using Technology with Classroom Instruction that Works workshop in numerous schools and districts across the country with thousands of participants. This book goes in depth with topics from the workshop and further with educational technology issues, standards, and planning to improve student achievement. The research supporting improvement in student learning can be found in the reference section of the book (too extensive to include here).

What’s special about this book is that its authors are fluent in both the research behind the nine categories of instruction and technology integration. They are well-versed in how to teach the strategies and the need for teachers to have practical and immediately applicable solutions for their classrooms. They innately understand adult learning theory and the finesse needed to teach to different technology comfort levels.

Through practical guidance and anecdotes that put the participants right in the classroom, the presenter shows the power of technology to motivate and reach various learning styles. Participants consistently discuss the points of why and how teachers should use 21st century tools to transform and energize their practice. The presentation also makes powerful use of “nonlinguistic representation” in the variety of graphics, screenshots, and illustrations throughout the presentation.

Participants of this session will learn about the nine categories of research-based instructional strategies and educational technology applications such as word processing, organizing and brainstorming software, data collection tools, web resources, multimedia, and communication software (Web 2.0). These are organized into four planning questions as follows.
1. What knowledge will students learn?
2. Which instructional strategies will provide evidence that students have learned that knowledge?
3. Which strategies will help students acquire and integrate that knowledge?
4. Which strategies will help students practice, review and apply knowledge?

Selected References

Alexander, B. (March/April 2006). Web 2.0: a new wave of innovation for teaching and learning? Educause. Retrieved April 25, 2006 from http://www.educause.edu/ir/library/pdf/erm0621.pdf

Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping at-risk students meet standards: A synthesis of evidence-based classroom practices. Denver, CO: Mid-continent Research for Education and Learning.

Brabec, K., Fisher, K., Pitler, H. (2004). Building better instruction: How technology supports nine research-proven instructional strategies. Learning and Leading with Technology, 31(5), 6-11.

Cholmsky, P. (2003). Why gizmos work: empirical evidence for the instructional effectiveness of explorelearning’s interactive content. Charlottesville, VA: ExploreLearning. Retrieved March 15, 2006 from http://www.explorelearning.com/View/downloads/WhyGizmosWork.pdf

Fico, M. (2005, June 1). Honoring student’s voices. Educator’s eZine. Retrieved March 17, 2006 from http://www.techlearning.com/story/showArticle.jhtml?articleID=163105484

Friedman, T. L. (2005). The world is flat: a brief history of the twenty-first century. New York: Farrar, Straus, and Giroux.

Halverson, R. (2005). What can K-12 school leaders learn from video games and gaming? Innovate 1(6). Retrieved March 14, 2006 from http://www.innovateonline.info/index.php?view=article&id=81

High schools plug into online writing program. (2003, November 1). District Administrator 39(11). Retrieved March 14, 2006 from http://www.districtadministration.com/page.cfm?p=572

Hill, J. and Flynn, K. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Klopfer, E. (July/August 2005). Playing to learn: state-of-the-art computer games go to school. Access Learning. Retrieved March 14, 2006 from http://www.ciconline.org/AboutCIC/Publications/Archives/HL_julaug05.htm

Kriz W. and Eberle T. (2004). Bridging the Gap, Transforming Knowledge into Action through Gaming and Simulation. Proceedings of the 35th Conference of the International Simulation and Gaming Association (ISAGA). Munchen, Germany.

Lobel, J. (2006). Multiplayer Computer Gaming Simulations Facilitating Cooperative Learning. IT in Education, Trinity College Dublin.

Lucas, George (2005, November 17). [Podcast] George Lucas and the new world of learning. Edutopia Radio Show. Retrieved August 28, 2006, from http://www.edutopia.org/php/radio.php

Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.

Page, M. S. (2002). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of Research on Technology in Education, 34(4), 389–409.

Prensky, M. (2000). Digital game-based learning. New York: McGraw Hill.

Ringstaff, C., and Kelley, L. (2002). The learning return on our education technology investment: A review of findings from research. San Francisco: WestEd RTEC.

Siegle, D. and Foster, T. “Effects of laptop computers with multimedia and presentation software on student achievement.” American Education Research Association (AERA) [Annual Meeting]. New Orleans, LA. April 2000.

Squire, K. (2001). Reframing the Cultural Space of Computer and Video Games. Massachussetts Institute of Technology. Retrieved March 14, 2006 from http://cms.mit.edu/games/education/research-vision.html

Tseng, C. H. (2004). Pupils’ Using of Multimedia Advance Organizer and Learning Retention. Paper appearing in proceedings. Eskov, S., editor, Computers and Advanced Technology in Education, August, 2004 (428).

Presenter

Matt Kuhn

Matt Kuhn is a former teacher and principal. He is now a Lead Educational Technology Consultant with Mid-continent Research for Education and Learning (McREL). He conducts professional development in educational technology integration, technology leadership, mathematics, and science. He is a co-author of Using Technology with Classroom Instruction that Works (Pitler, et al, 2007).

So get ready to demo something cool related to teaching with technology.

Sandy Mills-Alford is the CEO of AliveTek, Inc., an organization known for designing highly interactive e-learning environments for a multitude of organizations at all educational levels.

Ms. Mills-Alford belongs to the first generation of web-based course designers in higher education. Her career as an educator has included many roles including K-12 educator, college instructional technologist, educational program manager (WebCT), technology coach for faculty, and college instructor in the fields of educational technology and web design.

In addition to being involved in research initiatives for web-based learning, Sandy delivers motivational seminars on effective uses of technology for learning.