Learners bring a wide range of backgrounds to the classroom. This extends to the arena of technology as well. Some students may never have used a computer. Others have used devices, such as cell phones or tablets. Still others may be extremely tech savvy. Regardless of their experience with technology, students can benefit from the use of digital tools to augment, enhance, or serve as bridges to language and literacy experiences. Meaningful uses of technology across the domains can help learners to develop higher levels of proficiency in both general and academic language and content (Robertson, 2016). In addition, the use of technology is found to have positive effects in student attitudes toward learning and on student self-concept. Students report feeling more successful in school and more motivated to learn when participating in activities that incorporate technology. On the other hand, the procedural language of technology can pose challenges for some learners. They must keep up with directions for using applications, operate a keyboard, and more. Not all students have had access to technology and can operate it with ease. It cannot be assumed that they have Internet access, computers, or devices in their home or that they can easily get to a library or community center to gain access to them (Robertson, 2016). Connect includes several technology components. The online Supersite platform meets accessibility recommendations for students with disabilities. Students can practice language through exercises, both orally and via digital input. An online assessment program assists students and teachers with documenting language progress. In addition, each unit includes four videos that provide excellent opportunities to reinforce and enhance language instruction. References Bialo, E. & Sivin-Kachala, J. “The Effectiveness of Technology in Schools: A Summary of Research.” School Library Media Research Journal. Volume 25, Number 1, Fall 1996. Robertson, K. (2016, January 15). Preparing ELLs to be 21st-Century Learners. Available at https://www. colorincolorado.org/article/preparing-ells-be-21stcentury-learners. Instructional routine • Explore and learn Offer multiple opportunities to engage with the program’s online components. Use all audio segments, videos, and online practice items as resources. • Practice Use the online components to practice and reinforce the language and content goals of each unit. Students have the opportunity to listen to audio segments. Items are read aloud and students can read along and then demonstrate comprehension through selecting from multiple choice options, filling in the blanks, or by typing responses. They have opportunities to practice speaking by recording their voices and checking their accuracy and pronunciation. • Communicate Use the videos in ways that foster communication and comprehension. Play and then replay them. Pause at key spots to reinforce vocabulary and grammar. Follow this with discussions. • Assess Make use of the online activities and assessment components. Schedule time to use data results for reteaching in small groups as needed. Document your observations. Then reteach in small groups to address the needs of students who are not progressing and/or those who have been absent (Student Achievement Partners, 2017). TECHNOLOGY IN THE CLASSROOM Txlii
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