Turner and Hicks (2017) present various methods, ideas, and strategies throughout their text Argument in the Real World that allows educators to deepen their knowledge of writing and expand their understanding of teaching in a digital world. As I read through the text, I always find myself questioning and wondering: “How will this look with my English Language Learners (ELLs)?” As many of you know from reading my bio on my blog, I currently teach English as a Second Language to first and second grade students. As an ESL teacher, and an educator in general, I am always trying to improve my craft and instruction as a teacher. Naturally when I read the chapter about “coaching” students’ work with digital arguments, my mind shifted to how this might look with my ELL students.
The integration of technology into the learning process for all our students has many advantages, and by exposing students to these types of digital works, we are given them the opportunity to grow and expand their knowledge as well. According to Sierfert et al. (2019) “Technology can be used across all subject areas for a variety of instructional purposes including collaboration, research, language development, differentiation, and greater connections between home and school” (p. 109).The focus in chapter seven provided various examples of how teachers utilized formative assessments in a digital world, and some of those examples are the following: learning targets, reflection pieces,and screencasting. I am going to explore these ideas presented throughout chapter seven, and provide my angle on how this might look for ELL students.
Turner and Hicks (2017) express the importance of “coaching” students through digital arguments, and how we as educators must find creative avenues to connect with our students, while also providing them the necessary feedback to further develop in their understanding and knowledge of digital arguments. The first example provided in chapter seven was a reference back to a teacher mentioned earlier in the text (chapter five), her name is Lauren. Lauren utilizes “learning targets” as a method to check the progress of her students as they engage in a video project. The learning target allows Lauren to see the progress of each student and provide feedback throughout the assignment. Students are able to feel comfortable about their digital piece because their teacher is providing support throughout the process. This process is beneficial for all students, and this method could produce a more effective experience for ELLs, especially if they are new to our country and still acquiring English. Additionally, the method Lauren utilizes to provide feedback is a form of “coaching” her students which will help them feel more comfortable in producing digital pieces.
The second example that Turner and Hicks (2017) provided in the text was about a teacher named Valerie, and how she utilized Google Forms in her digital lesson as a method for reflection. According to Turner and Hicks (2017) “by collecting the responses in a form, Val is able to consider particular students individually as well as look collectively, across the group, to see patterns of student strengths and weaknesses” (p.132). From my personal experience and knowledge as an ESL teacher, many ELLs do not feel confident about speaking English, therefore digital works allow students opportunities to express what they know and understand in a different form. The Google form that Valerie utilized with her students allowed the learning process to feel collaborative while still addressing the individual needs of each of her students. I was able to make personal connections with Valerie’s method as well because my colleagues and myself utilized Google forms this summer for entrance and exit tickets through our virtual ESL Camp.
The last example that I found useful in chapter seven was information about screencasting. If you had asked me about screencasting last year (2019) around this time, I would have had no idea what you were referring to. However, due to the current COVID-19 crisis, I have become more familiar with screencasting because it was a method that was utilized, and continued to be in place by many teachers across the country. Screencasting is especially useful through distance learning, and has provided scaffolding support for many ELLs. Screencasting allowed Jennifer (ninth grade teacher) to review student’s work and assess their understanding of the assignment. Many of the teachers at my school have utilized screencasting as a method for explaining to parents and students how to do a required task, or in the case for ELLs as a way for students to listen to/review sight words in English. In addition, screencasting was useful to not only English speaking parents, but non native speaking parents as well because it allowed parents to hear the correct pronunciation of sight words, and phonics sounds.
According to Sierfert et al. (2019) “One way for teachers to develop their understanding of technology integration is online collaborative experiences in which they may grow digital proficiency concomitantly with students” (p.110). The examples and strategies presented by Turner and Hicks (2017) validate the importance of technology integration, research, and collaboration among students and teachers, especially now more than ever as we continue to approach the ever changing online learning that continues to take place with our students and teachers across the country. I would challenge you to think of the examples listed above, and think about the students in your class. How can you assure that you meet the needs of ALL the students in a digital world? How can you educator yourself on best practices with technology, and working with diverse students?
