Reading Prompt #10

EGBERT Ch. 10. Teacher Development
RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online

We've talked a lot in class about how technology can be used to help ELLs learn English. The internet is also an excellent resource for teacher professional development. Describe ways you have used internet resources for your own professional development as a language teacher. If you haven't already done this, describe some of the resources in the Egbert chapter you would be interested in trying.

Next, briefly describe how images such as those from Flickr and other free photo sharing sites can be used in ESL classrooms.

Reading Prompt #9

Sorry everyone for the delay in posting this week's reading prompt. I'll keep it simple:

EGBERT Ch. 9. Limitations, Caveats, and Challenge

Which of the limitations, caveats, and challenges with regards to computer assisted language learning apply to your current (or future) classrooms? How could these be overcome?

Reading Prompt #8

CUMMINS Ch. 3. Assessment
EGBERT Ch. 8. Assessment

What is the difference between traditional standardized testing and authentic assessment? Describe how computers can be used for both. Which do you feel is a better use of computers? Describe examples from the readings or from your own experiences how comptures can be used effectively for assessment, and/or how to effectively assess the work students do via the computer.

Reading Prompt #7

EGBERT Ch. 7. Content-Based Instruction

What are some important techniques for designing content instruction that supports both language and content learning? Egbert gives several examples of ways content and language objectives can be combined with technology objectives. Share some of your own experiences or ideas for combining these. In other words, give a specific exmple of how you could teach a content-area lesson with integrates technology and supports language learning for ELLs.

Reading Prompt #6

EGBERT Ch. 6. Inquiry and Problem Solving
RICHARDSON Ch. 8. Podcasting and Screencasting: Multimedia Publishing for the Masses

Describe an inquiry or problem solving activity appropriate for ELLs that you have used, participated in, read about, or just now thought of. Describe which critical thinking skills it requires students to use and develop. Then, describe how this activity supports language and content learning for ELLs. Finally, comment on how podcasting could be used within the inquiry and problem solving process in a manner which supports language and content learning for ELLs.

Reading Prompt #5

EGBERT Ch. 5. Creativity and Productivity
RICHARDSON Ch. 4. Wikis: Easy Collaboration for All

Popular second language acquisition theories stress the importance of "comprehensible input." While most agree this is important, many others argue we also need to focus on output as well. What are some ideas you gained from the Egbert chapter about how technology can be used to encourage creativity and production? How does this help promote language learning? Share any experiences you've had with any of these or similiar ideas in language learning classrooms. Finally, comment on the potential of Wikis to allow language learners to collaborate in creative and productive ways.

Reading Prompt #4

EGBERT Ch. 4. Communication & Collaboration
RICHARDSON Ch. 5. RSS: The New Killer App for Educators

Why is communication and collaboration so important in the language learning classroom? What ideas did you gain from the Egbert chapter about how computers and technology can be used to faciliate greater communication and collaboration for students? Give any personal examples you have had using these or other ideas.

Reading Prompt #3

Readings:

CUMMINS Ch. 4. Technology
EGBERT Ch. 3. Developing and Practicing Listening and Speaking Skills

Cummins et al. discussed the pedagocial divide that separates instruction for low-income and for more affluent students. Discuss some of the technology-supported strategies from their chapter. Also comment on one of the examples from Egbert's chapter and describe how computers can assist ELLs with learing and practicing listening and speaking in English.

(Due 2/6/07 before class -- Post answer on own blog, and respond to another students' answer on their blog).

Reading Prompt #2

Readings: Egbert Ch. 2, Cummins Ch. 2, Richardson Ch. 3

What are "multiliteracies" as described by Cummins et al.? How does this relate to Egbert's assertions about the need for authentic materials to support ELL students' reading and writing? Discuss how blogs and blogging can be a tool for achieving these ideals with ELL students. Finally, describe your own experience creating your blog this week. Was it harder than you thought? What ideas do you have about the kind of stuff you want to blog about (besides what is required for this course)?

Remember, do not post your comments here. Please post them on your own
blog. Please use "Reading Prompt #2" as the title of your post.

I will also post Reading Prompt #3 in the next day or two. Please respond to both Prompt #2 and #3 before class next week.

Remember to also visit the blogs of your classmates, and post comments on their responses. You can find the links to the student blogs on the right. (Please send me the link to your blog if you haven't already)

Reading Prompt #1

Respond to this prompt after reading the required readings for January 23, 2o07. Respond on this blog by using the comment link below.

What has been your experience with blogs prior to this class? Are there any blogs you regularly visit? Do you have your own blog? Richardson describes the many potential uses of weblogs for classroom pedagogy and practice. Which of his ideas are consistent with the CALL principles and conditions for classroom learning outlined by Egbert? How can these help promote literacy for ELLs, as discussed by Cummins et al? Do you envision yourself using blogs in your langauge learning classroom at some point in the future?

(Response due 1/24/07)