Ohio Resource Center > Record > 21st Century Learners: ELL Students and Technology

ORC Resource Number #12095

21st Century Learners: ELL Students and Technology

http://www.colorincolorado.org/article/21431

PROFESSIONAL COMMENTARY

Media literacy is essential in the lives and future careers of 21st century students. This article addresses the challenges and inequities that may exist with English-language learners (ELLs), and also provides a description of teaching strategies that may give better access to technology for ELLs in the classroom. The strategies described are: Vocabulary Development, Clear Visuals, Background Knowledge, Extended Practice Time, Pair and Group Work, Meaningful Goals, and Consider the Source. Links are provided that include video presentation, vocabulary lists, lesson plans, online activities, and also related research and websites for additional support. (author/jlkrause)

OHIO STANDARDS

English Language Arts Standards

Reading Applications: Informational, Technical and Persuasive Text Standard

Benchmarks (K - 3)

Use text features and structures to organize content, draw conclusions and build text knowledge.

Ask clarifying questions concerning essential elements of informational text.

Identify the central ideas and supporting details of informational text.

Benchmarks (4 - 7)

Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.

Explain how main ideas connect to each other in a variety of sources.

Identify arguments and persuasive techniques used in informational text.

Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic.

Benchmarks (8 - 10)

Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.

Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).

Benchmarks (11 - 12)

Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.

Research Standard

Benchmarks (K - 2)

Generate questions for investigation and gather information from a variety of sources.

Benchmarks (3 - 4)

Create a list of sources used for oral, visual, written or multimedia reports.

Communicate findings orally, visually and in writing or through multimedia.

Benchmarks (5 - 7)

Locate and summarize important information from multiple sources.

Acknowledge quoted and paraphrased information and document sources used.

Communicate findings orally, visually and in writing or through multimedia.

Benchmarks (8 - 10)

Evaluate the usefulness and credibility of data and sources.

Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.

Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.

Benchmarks (11 - 12)

Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources.

Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.

Communications: Oral and Visual Standard

Benchmarks (3 - 4)

Respond to presentations and media messages by stating the purpose and summarizing main ideas.

Identify examples of facts and opinions and explain their differences.

Clarify information in presentations through the use of important details from a variety of sources, effective organization and a clear focus.

Benchmarks (5 - 7)

Give presentations using a variety of delivery methods, visual materials and technology.

Benchmarks (8 - 10)

Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.

Give presentations using a variety of delivery methods, visual displays and technology.

Benchmarks (11 - 12)

Give presentations using a variety of delivery methods, visual displays and technology.

Technology Standards

Technology and Communication Applications

Technology and Information Literacy

Benchmarks (K - 2)

State what information is, and show where it can be found.

Use a simple research process model which includes deciding what to use, finding resources, using information and checking work to generate a product.

Apply basic browser and navigation skills to find information from the Internet.

Benchmarks (3 - 5)

Describe types of information: facts, opinions, primary/secondary sources; and formats of information: number, text, sound, visual, multimedia; and use information for a purpose.

Use technology to find information by applying a research process to decide what information is needed, find sources, use information and check work.

Use the Internet to find, use and evaluate information.

Benchmarks (6 - 8)

Evaluate the accuracy, authority, objectivity, currency, coverage and relevance of information and data sources.

Use technology to conduct research and follow a research process model which includes the following: developing essential question; identifying resources; selecting, using and analyzing information; synthesizing and generating a product; and evaluate both process and product.

Develop search strategies, retrieve information in a variety of formats and evaluate the quality and appropriate use of Internet resources.

Select, access and use appropriate electronic resources for a defined information need.

Benchmarks (9 - 12)

Determine and apply an evaluative process to all information sources chosen for a project.

Apply a research process model to conduct research and meet information needs.

Formulate advanced search strategies, demonstrating an understanding of the strengths and limitations of the Internet, and evaluate the quality and appropriate use of Internet resources.

Evaluate choices of electronic resources and determine their strengths and limitations.

NATIONAL STANDARDS

Standards for the English Language Arts

Range of materials and purposes for reading

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Reading strategies, language use, and conventions

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Write, speak, and visually represent to create text

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Research and inquiry

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Language diversity and competency

Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

Purposes for using spoken, written, and visual language

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

RESOURCE TYPE

Content Resource

STANDARDS ALIGNMENT

Grades K–12

TOPICS

English Language Arts --
Communication;
Listening;
Speaking;
Viewing;
Reading;
Comprehension;
Fluency;
Reading-Strategies & Skills;
Research & Inquiry;
Vocabulary;
Sight Words;
Writing;
Writing Applications;

General Education

KEYWORDS

English-language learners;
technology and ELLs;
teaching strategies for technology and ELLs

Publisher: Colorin Colorado!

Author: Kristina Robertson

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