Reading Prompt #9

Some of the limitations that I have encountered in my classroom with technology are similar to what Egbert mentioned in this chapter.

• Time - Since we are responsible for 3 TAKS tests (as I have mentioned before), realistically we are very limited on time with technology lessons, projects and lesson extensions.


• Large classes - I currently have 26 students in my class and with only 4 computers (and no access to the computer lab because of the Reading First Grant) we do a lot of "buddying-up" which is a positive learning experience for ELL's.


• I also have plenty of books on tape in various genres and language.

Limitations with technology will continue to exist in any classroom so, it's up to the individual teacher to prepare for her students needs and ensure that technology is integrated in order to create life-long learners.

Quick Share

The International Children's Digitial Library (ICDL) provides different types of literature available online for anyone to enjoy in almost any language. http://www.childrenslibrary.org/


Background & History


The ICDL was initially created by an interdisciplinary research team at the University of Maryland in cooperation with the Internet Archive. Members of the team include computer scientists, librarians, educational technologists, classroom teachers, graphic designers, and graduate students from the University of Maryland's (UMD) College of Information Studies (CLIS) and the UMD Human-Computer Interaction Lab (HCIL), a leader in children's interface design.


Other important contributors to the research are the members of the College Park Kidsteam, a group of six children, ages 7-11, who work regularly with the adults in the Lab. The approach used is called cooperative inquiry, a unique partnership between children and adults to develop and evaluate computer interface technologies that support searching, browsing, reading, and sharing books in electronic form. http://www.childrenslibrary.org/about/background.shtml

Reading Prompt #8

Standardized testing is very formal and does not allow for students to be creative with knowledge that they have acquired. This is especially true for ELL's.

Authentic assessments are "true pictures" of what a student is actually learning! Portfolios, and journals are examples of authentic assessments are so much more meaningful to learners. These assessments provide ownership to the students and allow for them to monitor their own progress.

Computers can be used for both types of assessments. For example, the Texas Education Agency (TEA) has online TAKS tests that students can use in the classroom or at home. It has been suggested on our campus to provide our "bubble" students intervention time to practice the TEKS that are still undeveloped.

Kidspiration Map

Here is the outline for our Kidspiration podcast.

Reading Prompt #7

Some of the important techniques for designing content instruction is:

• Content is purposeful, not just a vehicle to learn language
  The language is the vehicle for content learning
• Because each content has its own jargon, culture, and methods and employs language structures in specific ways
• Helps students acquire academic language proficiency while learning language, rather than having to learn language first and then learn academic concepts.

Teach content in a culturally responsive manner by:
•Use literature that is culturally relevant
•Use first language cognates
•Adapt lessons that reflect contributions from all relevant groups

Adapt materials so that they are appropriate for learners, but do not sacrifice academic content.

•Use graphics
•Outline texts
•Rewrite texts
•Use audiotapes
•Provide live demonstrations
•Use alternate books

I have used a lot of these ideas in my classroom and found them to be very effective for ELLs. They allow for the students to be creative and enjoy learning at their own pace.