Presentation by Lisa Ortman
M.A. TESOL Candidate, Digital Technology for Teaching & Learning emphasis

University of San Francisco, CA

lmortman@usfca.edu

Instagram: @ortmanesl

The first objective of this presentation is to provide insight to educators on the socioeconomic status of Hispanic ELL students in rural California and how this status affects their SLA and digital literacy learning.

Additionally, understanding how ELLs and their family members engage in technology and learn together will provide added insight into creating relevant curriculum (Katz & Levine, 2015).

The second objective is to advise educators on the steps they can take to establish an equal digital ‘playing field’ for ELLs in their school districts.

Digital literacy programs that make use of interactive technologies allow ELLs of varying levels to participate and engage in language acquisition (Center for Digital Education, 2014).

The third objective is to explain the significance and benefits of ELL parents participating in their children’s educational advancement as well as provide tips for educators to foster parental engagement both on-campus and at home.

The fourth objective is to showcase instructional & scaffolding tools in order to provide ELLs with equitable technology instruction.

Tools are based on the theories of Zone of Proximal Development (ZPD) and Task-Based Language Teaching (TBLT).

This presentation also includes additional resources to help educators and administrators further explore incorporating digital technology into the classroom and school/home environment.

This graph is based on the total K-12 enrollment in California for 2014-2015, 6,235,520 students.

(CDE, 2015)

Of the sixty language groups identified in California public schools, Spanish comprises almost 84% of ELLs first (native) language (CDE, 2015).

In rural counties of California, the median income for Hispanic families is approximately $7,000 less per year than the general population (CSOR, 2014).

Immigrant children, or those who have at least one foreign born parent, are more likely to grow up in a low-income household (Child Trends, 2014).

"Low-income homes with children are four times more likely to lack broadband than middle or high income families.

Likewise, low-income black and Hispanic families with children trail comparable white households with children by about 10 percentage points for home broadband access" (CoSN, 2016).

By utilizing technology from the time ELLs enter school, educators can capitalize on students' background knowledge, foster motivation, and enhance students' learning environments.

Broadband: a telecommunications term to describe data transmission across a bandwidth.

CALL: Computer assisted language learning.

Digital Equity: equal access and opportunity to digital tools.

Digital Literacy: the ability to use digital tools in order to effectively communicate and create information.

Digital programs can aid in vocabulary acquisition, proper pronunciation and fluency, and writing exercises that offer immediate feedback to ELLs.

Additionally, software-based assessment through quizzes and activities provide teachers the means to differentiate learning (scaffold) and personalize tasks.

(CDE, 2015)

Technology adoption in the home offers all family members, particularly immigrants, a way to "learn about their adopted community and country" (Katz & Levine, 2015, p. 12).


photo:
moodboard (2012, May) 10070029 [digital image]. Retrieved from https://www.flickr.com/photos/67835627@N05/7301112084/in/dateposted/

Create a school survey to uncover potential challenges in Internet access at home which could lead to a "homework gap" (CoSN, 2016).

Engage community organizations and libraries to help advance digital equity and access.

Map free Wi-Fi access locations in the local community for students and parents.

Install mobile hot spots where students spend time.

Connectivity on buses gives students more learning and homework time. "Based on a 30-minute bus ride, this represents 30 more school days per year of potential time-on-task" (CoSN, 2016).

The Federal E-rate program provides discounted telecommunications and information services to eligible schools and libraries. It is under the direction of the Federal Communications Commission (FCC).

FAQ's on the Federal E-Rate program: https://www.fcc.gov/consumers/guides/universal-service-program-schools-and-...

With almost $2 billion allocated to the E-rate program, districts should maximize their technology plan by considering future needs.

Other tips can be found in the following article:
https://thejournal.com/articles/2016/03/24/funding-technology-erate-reboot-...

Free online E-rate help/resources: https://www.fundsforlearning.com

Keep parents informed by sending school updates via text messages, create class newsletters that are mobile-view friendly

1-to-1 laptop program article:
https://thejournal.com/Articles/2015/05/26/7-Lessons-Learned-From-a-Success...

In California, Comcast offers the Internet essentials program. Eligible households can receive $9.95/month internet, discounted computers, and online tutorials (also available in Spanish)

Examples of schools and communities working together:

New York Public Library device rentals: http://www.nypl.org/help/computers-internet-and-wireless-access

Kajeet school bus wi-fi: http://www.kajeet.net/smartbusreport

Mobile learning in action:
http://www.tomorrow.org/speakup/pdfs/ProjTomorrow_8Essentials_ISTESession_0...

Examples of school district Digital Technology/Mobile Learning Plans:

St. Vrain Valley School District, CO
http://svvsd.org/about/departments/district-technology-services/learning-te...

Albemarle County Public Schools, VA
https://www2.k12albemarle.org/dept/dart/edtech/Pages/default.aspx

Piedmont City Schools, AL
http://www.k12blueprint.com/sites/default/files/Piedmont-Case-Study.pdf

Communication with parents allows for active dialogue, suggestions, and participation. This in turn creates a positive environment where parents and teachers learn from each other.

Click below to read an article on building relationships with ELL parents:
http://www.edutopia.org/blog/building-positive-relationships-ELL-larry-ferl...

Make ELLs visible in the classroom and school public areas. ELLs should be able to "see themselves" on walls, through student work, in cultural activities, and library books.

(Breiseth, Robertson, & Lafond 2011)

Add questions to the standard home language survey (country of origin, educational background of parents, migrant/refugee/SIFE).

Provide staff with common phrases in ELLs languages to enhance teacher/parent communication.

Post information in multiple languages on campus bulletin boards. Add the Google translator plug-in to school websites for free. https://translate.google.com/manager/website/

Encourage native language use at home. Reading, speaking, and quality time between parent and child is invaluable.

"Extensive research, has found that children who are learning to read in a second language are able to transfer many skills and knowledge from their first language to facilitate their acquisition of reading skills in the second language" (Genesee, n.d.)

Read more:
http://www.colorincolorado.org/article/home-language-english-language-learn...

Handout- Language at Home & in the Community (for Teachers): http://content.cleverex.com/hslc/tta-system/cultural-linguistic/docs/langua...

Provide skill learning for parents by hosting free after-school and/or night time English language classes, basic computer classes, and Common Core State Standards information sessions. Provide translators when necessary/possible.

ELL Parent Involvement is a 12-minute video that explains the importance of parent involvement, in their own words.


ELL Parent Involvement Video: https://www.youtube.com/watch?v=3_-aLWOk9Og

1, 2, & 3 (Ellis, 2012)

4 (Mohamed & Puteh, 2012)

Subscription based programs:

BrainPOP (animated movies to introduce grammar, vocab, and conversational English - home subscriptions available also):
https://esl.brainpop.com/support/about/

Kidspiration (visual learning):
http://www.inspiration.com/Kidspiration

Raz-Kids (leveled reading resources - listening, reading, record voice, and quizzes):
https://www.raz-kids.com

Splash Math (math using games and pictures): https://www.splashmath.com

Starfall (reading, math, songs. Free app for home use available): http://more.starfall.com/index.htm

PBS Learning Media (K-12 teacher-managed environment where students engage directly with innovative, curriculum-targeted content): http://www.pbslearningmedia.org

YAKit (in class video creation & speaking practice): http://www.teacherswithapps.com/app_reviews-yakit-kids/

Click on the link below to watch a video about Yakit:

https://www.youtube.com/watch?v=kPY8oTl-5K0&feature=youtu.be

Flipped Learning is the idea of school work at home & homework at school.

I created this 5 minute video, Flipping for ELLs, to explain the process and benefits of Flipping a Classroom

Flipping for ELLs: https://www.youtube.com/watch?v=BBaDYlvfZqg

Digital technology aids teachers in providing instructional scaffolding, engaging material, and real-time assessment.

Digital literacy coupled with effective communication and critical thinking skills prepares students for a successful future in the global workplace.

Digital Citzenship information & resources: http://digital-id.wikispaces.com

Teachers/students/parents connect for free:
https://www.edmodo.com/about?language=en

Send messages/reminders to any device for free:
https://www.remind.com

Manage bookmarks & web resources:
http://www.symbalooedu.com

ESL Games Plus: http://www.eslgamesplus.com/mobile-games/

Literactive (Guided reading for preschool-2nd grade):
http://www.literactive.com/Home/index.asp

Scholastic Listen & Read http://www.scholastic.com/teachers/activity/listen-and-read-read-along-book...

The Language Guide (Online dictionary for beginning ELLs): http://www.languageguide.org/english/

USA Learns (Built by the Sacramento County of Education. Perfect for parents & children to learn English together): http://usalearns.org

You Tube Kids (Educational videos): https://kids.youtube.com/?gclid=CI_h4eXIlMwCFUc2gQodTfYHzg

This is a 5 minute video I created for "Technology and Diverse Learners" class that set me on the path toward helping create digital equity for elementary ELLs in California

California Latino Students and Technology
https://www.youtube.com/watch?v=1cOaIC6Bmko

Robertson, K. (n.d.). Preparing ELLS to be 21st century learners. Retrieved from http://www.colorincolorado.org/article/preparing-ells-be-21st-century-learn...

Katz, V.S. & Levine, M.H. (2015). Connecting to learn: promoting digital equity for america's hispanic families. Retrieved from http://www.joanganzcooneycenter.org/wp-content/uploads/2015/02/jgcc_digital...

the White House (n.d.). ConnectEd initiative. Retrieved from https://www.whitehouse.gov/issues/education/k-12/connected

Breiseth, L., Roberston, K, & Lafond, S. (2011). A guide for engaging ELL families: Twenty strategies for school leaders. Retrieved from http://www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FI...

California Department of Education (CDE) (2015). Facts about English learners in
California – CalEdFacts. Retrieved from http://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp

California Senate Office of Research (CSOR) (2014). A statistical picture of Latinos in California: Demographic, income, education, health, and other social characteristics. Retrieved from http://latinocaucus.legislature.ca.gov/sites/latinocaucus.legislature.ca.go...

Center for Digital Education (2014). Bridging the gap: How digital literacy tools help English language learners succeed. Retrieved from http://www.centerdigitaled.com/paper/How-Digital-Literacy-Tools-Help-Englis...

Child Trends. (2014). Immigrant children: Indicators on children and youth. Retrieved from http://www.childtrends.org/?indicators=immigrant-children#_ednref1

Consortium for School Networking (CoSN)(2016). Digital equity action toolkit: Supporting students & families in out-of-school learning. Retrieved from http://www.cosn.org/sites/default/files/pdf/CoSN-EQUITY-toolkit-10FEBvr_0.p...

Ellis, R. (2012). Language teaching research and language pedagogy. Chichester, West Sussex, UK: John Wiley & Sons.

Genesee, F. (n.d.). The home language: An English language learner’s most valuable resource. Retrieved from http://www.colorincolorado.org/article/home-language-english-language-learn...

Katz, V. S., & Levine, M. H. (2015). Connecting to learn: Promoting digital equity for America’s Hispanic families. A report of the The Families and Media Project,. New York: The Joan Ganz Cooney Center at Sesame Workshop. Retrieved from http://digitalequityforlearning.org/wp-content/uploads/2015/12/2015-Katz-Le...

Mohamed, M. H. & Puteh, S. N. (2012). Proceedings from International Conference on Quality of Teaching & Learning (ICQTL). Task based language teaching and the use of computer technology with the internet in ESL/EFL classrooms: Teachers’ perceptions. Terengganu, Malaysia.

ReadingandBeyond (2011, April 22). ELL parent involvement [Video File]. Retrieved from https://www.youtube.com/watch?v=3_-aLWOk9Og