EDTC6433 Resolution Reflection

Starting this school year off in 4^th grade for the third time and co-teaching with English Learners, I have been on the quest to figure out how to support my learners in the best way. At Horizon Elementary we cater to a school population where 49% of our student population are English Language Learners. Being in the grade level that is also working with the co-teach model, servicing my ELL students within my own classroom with the ELL support teacher has become one of my main priorities. Out of my 24 students, 18 of them are ELL students this year. Through my research, I believe that I have found some great ways to answer my trigger question of “How can I use technology to support my English Learners in order to meet the expectations of 4^th grade rigor? With reading the article “Supporting English Language Learners through Technology” it states that students that are learning a second language benefit through reinforcement of vocabulary and concepts through visual representations such as pictures and videos, which technology provides. “Introducing or reviewing a concept while using manipulatives and props helps students gain a deeper understanding … The English language learner is able to see what is being addressed as well as listen to the information”(Brozeck, E., & Duckworth, D. 2011). Having worked with EL students previously and being GLAD trained, I was already pretty aware of this. When making anchor charts, I am one that has printed pictures as visuals, color chunking for new vocabulary/concepts, and draw silly sketches of things on the fly for visual representation for vocabulary support.

 What I really liked from this article was the concept of creating a Photo Story. I have never heard of that software before and like how it can be used as a tool for EL students as a support for presentations or to help process their own thoughts and ideas for a creative writing project. I know the difficulties that my EL students have in expressing themselves in writing. Having the support and reinforcing vocabulary verbally FIRST, the My Story software provides a fun and engaging way to do that. Instead of having my EL students sit in frustration with paper and a pencil at their desk with wandering eyes. I can see myself using this as a create station and be a great scaffold for my students. Then, as they get more comfortable and confident, move them into physically writing/typing their work instead of a verbal presentation. This idea is also reinstated in the article that a cohort member found titled “Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom.” In this article it reinforces that using this software it is allowing students to be able to work effectively and be prepared for future endeavors. “Digital storytelling can be a potent learning experience that encompasses much of what society hopes that students will know and be able to perform in the 21st century” (Jakes & Brennan, 2005).  It also states that as students develop these skills students develop students enhanced communication skills (Robin, 2008), which is the main goal for English Learners.

Another article I read titled “Technology in the English Language Learner classroom” written by Judith Rance-Roney talked about a group of teachers coming together for a conference to ask questions about how to use technology in an EL classroom and collect answers to those questions. Throughout the conference, they participated in a hands on exploration of four technologies that teachers have used in their classrooms to support their learners. The four technologies being 1) Digital Storytelling 2) Blogging 3) Pod casting 4) Google Docs. Throughout my research and discussions with my cohort members, they have talked about having great successes using Google Docs within their classrooms. One of the participants in the conference stated that “every single piece of this work puts the student at the center. There is no doubt that students are going to be active learning on their own and learning to be more independent and engaged learners” (Rance-Roney, 2008.) As teachers we want activities and learning in our classroom to be student centered and these outlets of technology really provide that.

In the end with answering my question of how technology can provide support for English Learners, I believe it comes down to me as their teacher in using technology for my lessons and providing the opportunity for my students to use it as well. EL’s can benefit from technology to keep up with 4^th grade rigor expectations, if I, as their teacher use it as a resource. Using technology for a way to retrieve photographs, videos, for visual representations to use during my lessons to keep them engaged and a way to learn new vocabulary. Also providing the opportunity for my students to use the technology. There are many articles that provide support towards students using software for digital storytelling to build communication and vocabulary skills. As well as, provide technology skills that they will need to know to be successful in the 21^st century work force. That blogs, podcasts and other applications also provide ways for English Learners to work with native English speakers to gain support. Using an app called “SeeSaw” provides a way for students to share documents with their peers. By using this app, students can work with group mates that will provide feedback, correct grammar, and help them use English vocabulary appropriately. Overtime, Seesaw builds a portfolio for each student that showcases their learning. Again, this provides a way for students to take ownership pride in their work. What a great way for students to look back and reflect on their own learning and see their personal growth over the year.

Works Cited:

Brozeck, E., & Duckworth, D. (2011). Supporting English Language Learners through Technology. Retrieved October 8, 2016, from https://www.nysut.org/~/media/Files/NYSUT/Resources/2011/March/Educators Voice 4 Technology/edvoiceIV_ch2.pdf

Rance-Roney, J. (2008, October). Technology in the English Language Learner Classroom. Retrieved October 8, 2016, from http://www.nwp.org/cs/public/print/resource/2728

Robin, B. (2008).  Digital Storytelling: A Powerful Technology Tool for the 21^st Century Classroom. Retrieved October 8, 2016 from https://canvas.spu.edu/courses/10314/files/271987?module_item_id=101733.