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This presentation will examine the meeting of a technology and one teaching strategy for English language learners from Herrell & Jordan's (2019) work on strategies for ELLs. The technology will we will look at is Google Earth. The strategy is Integrated Curriculum Projects: Using Authentic Projects to Integrate Content Knowledge (Herrell &Jordon, 2019, p. 254).

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Published on Feb 01, 2020

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PRESENTATION OUTLINE

Using Google Earth
to Teach ELLs

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The Strategy: Using Integrated Cirriculum Projects realize a real objective

Google Earth lends itself easily to " cirriculum planning in which knowledge and skills of several cirricular areas are combined" Herrell & Jordan, 2019, p. 254). One could design a real project that required students to use Google Earth. Such a project could use media, language arts, social studies, an even math in the realization of the objective.

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Integration while solving a real problem

This strategy s adaptable to any age, and could be done as individual, pair, or in group work. Such integration also involves making "technology choices to facilitate the learning of...individual students who are...acquiring English "Herrell & Jordan, 2019, p. 63). Presenting students with a real problem that necessitated integration demands that students use several subject areas in order to solve a problem. Integration of content areas is particularly useful for ELLs as it offers the chance to use English in a variety of ways. Add to the use of several areas the development of problem-solving, research, and planning, and the learning opportunities become ever larger.

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BENEFITS of Technology

Keeping pace with society
Access to limitless information
Adeptness at accessing and managing digital information and hardware
Closes the technology as well as linguistic gaps of ELLs
Provides ELLs opportunities in reading, writing, speaking, and listening

In our post-modern society, technology is ubiquitous, and this is true in teaching and learning as well (Herrell & Jordan, 2019, p. 63). The benefits of technology in teaching and learning is not an optional activity, and this is true for pragmatic as well as philosophical reasons. Some of those reasons are from The Partnership for 21st Century Learning's work, which offers "skills and themes students will be expected to acquire in order to participate successfully in the fast-paced digital age:"
content and 21st century themes, skills in learning, innovation, information, media, technology, life, and career skills. (Herrell & Jordan, 2019, p. 63).

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Using GOOGLE EARTH

Projects: design your own
Measuring: accurate distances and sizes
Fun: "I'm feeling lucky"
Voyager: targeted and structured exploration

Google Earth is accessible to ELLs who have resources to possess the necessary hardware and connections. It is also accessible in media centers, libraries, and schools. Google Earth offers four options at opening: making presentations and projects, measuring, the "lucky choice," and Voyager, which grants access to many prefabricated programs, and well as the ability to chart one's own course based on need or interest (Google Earth, n.d.) Voyager is the tool we will be emphasizing for use with ELLs.

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INSTRUCTIONS

Begin>Chrome>Earth> launch Earth>then...
Nature, Education, Travel, and Culture are options
Changing languages is easy
The help/search field can direct to specific interests

Let us venture into Google Earth. Once you are in Earth, there are many pre-configured lessons which could be accessed by English language students to use linguistic skills (especially reading) even as they explored geography, history, cultural opportunities (Google Earth, n.d.). Many of the lessons are accompanied by audio, which can aid in listening skills. In addition to the lessons, there are historical as well as just fun journeys (Google Earth, n.d.).

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RESEARCH-BASED SUPPORT

Technology is necessary
It's use in education is ethical
The use of several strategies meets needs of educators

Research shows that "Combining strategies and scheduling time for differentiated instruction are major concerns for all teachers" Herrell & Jordan, 2019, p. 323). This is another strategy presented by Herrell & Jordan, (2019). This is complicated by the fact the ELLs not only need instruction in content areas, but they also require the formation of English language skills necessary to unlock the possibilities in those content areas. What is evident is that the strategies presented by Herrell & Jordan, 2019) are supported by research. Research shows the use of Google Earth along with the strategies in this presentation, could only add to the final goal: teaching that produces learning.

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MATCHING GOOGLE EARTH and the STRATEGY

Technology that matches language and academic needs
Meeting standards
Authenticity leading to a learning experience

The steps to choosing technology for ELLs includes "Look for technology to match both the language levels and the academic needs of your students" and "Never use (technology) just because it is available" (Herrell & Jordan, 2019, p. 64). Common Core State Standards require the integration of "history and the social sciences with the study of reading, writing, speaking, and listening" (Herrell & Jordan, 2019, p. 230). All of these strategies result in "students...learning vocabulary and having experiences that demonstrate the need to use knowledge in multiple disciplines to complete real-life work" (Herrell & Jordan, 2019, p. 254).

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How?
Identify a project
Get students involved
Identify goals
Determine how the project will be accomplished
Integrate learning & assessment

Identify a real project that has a real solution. Make sure the solution is accessible. The solution is the goal, and involving students in planning can create more of a sense of ownership. Group size and focus need to be predetermined. One can see that "This approach is appropriate for English language learners because of its focus on vocabulary in multiple contexts and authentic projects" (Harrell & Jordan, 2019, p. 254). FOr this reason, inclusion of students in the project process is key.

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10.

Examples
-Tracing the journey of families
-Following geography through voyages of conquest and the resulting culture infusion
-Population and disease maps which focus on indigenous peoples
-Mapping the spread of both Spanish and English
-Calculating distances of voyages and explorations
on sea and land
Identifying market products and tracing journeys from production to consuming

These examples are but a few, and these could be tied to the experiences and cultures of origin of some ELLs. Columbus's voyages could explain the beginning of Spanish language dominance in Central and South America. The migration of diseases followed the migration of people to the Americas. Population changes due to the arrival and departure of immigrant ELLs are a reality of the changing face of the English-speaking world today. Many great artists and musicians were famous ELLs in this land at one time (Picasso or Yo-Yo Ma for example). The possibilities to create interest in most content areas through connections and similarities exist in abundance.

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11.

References
Herrell, A. L., & Jordan, M. (2019). 50 strategies for teaching English language learners (6th edi.). Boston: Pearson

Google Earth. (n.d.). Retrieved from https://earth.google.com/web/@18.48246001,12.18463963,438.51474359a,2517527...

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Slide Notes