Assignment #2

Part 2.a
Recorded lectures are nothing new. They have probably been around since close to the invention of recorded sound. And unfortunately, most have been dull or lackluster due to a monotone presence. However, with new computers and technology, sound recording/editing is easier and quicker and now with podcasts, even simpler to publish. With that, I could record my own mini-lessons or mini-lectures complete with music and sound effects to help make audio lectures more interesting. This would be great for students who were absent or students who need to revisit a lesson for remedial support. It is also wonderful as a differentiation tool for a self-contained ESL classroom. By that, students who are moving along quicker because of more advanced English language skills could listen to mini-lecture by iPod or computer as a means to complete an assignment (or for enrichment), thus freeing the teacher to work with the beginners.
I enjoyed listening to the podcasts on the History According to Bob website because he interject humor and used a conversational style of speech to lecture. I also appreciated his conscious efforts to define content-rich vocabulary as they occurred in the lecture. To make it more interesting, sound effects could complement certain concepts while rings, tones and beeps could be used to signal transitions or important words. Music would also break up the monotony of listening to a single voice. As for a classroom of English Language Learners, I would also employ the use of visuals, videos, worksheets and outlines to help facilitate meaning.

Part 2.b
Using virtual worlds to teach would allow an ESL teacher to provide a rich environment for students to learn new concepts. This is especially true of concepts that may be more abstract or difficult explain than by words or pictures alone (i.e. economy, microcosm, etc.). Virtual worlds are also socially engaging by nature, and would essentially push students to experiment with writing and expression as they communicate their experiences to their peers or teachers. Moreover, they also provide a platform for teachers to teach about a topic and other concepts that may be related to it. For instance, if a virtual world was used to teach economy, concepts such as work, supply and demand, need versus want, currency, etc. would all be necessary for students to learn. It would also be just as easy to teach about wealth, resources, and the effect of current events on economy. If the virtual world were also a closed network, then it would also be a convenient and SAFE place for students to interact (as opposed to a platform like SecondLife). The only hurdle then would be to teach non-English speakers who often come from homes that do not have a computer to use a computer. Fortunately, however, I believe children are great consumers of all things new, and I have rarely been in a situation where a child did not learn computer skills quickly. In fact, I oftentimes find those who are newly computer-literate soon end up teaching me a few tricks.


Part 2.c NYS ESL and ISTE’s NET Standards Comparison
NYS ESL Standards and ISTE’s NET Standards are written in very broad terms, which makes it easy to find similarities. Even in verbiage, both are quite similar in their approach. To elaborate, NYS ESL Standard 1 matches NET Standard 3 in that they both ask for students to seek information for evaluation and understanding. NYS ESL Standard 2 aligns very well with NET Standard 1 because they both deal with creativity and expression. For critical thinking, there is NYS ESL Standard 3 and NET Standard 4. Of course, teamwork and communication is no stranger to either ESL or technology and so NYS created the ESL Standard 4, which matches well with the NET Standard 2. Even cross-cultural understanding and societal issues are dealt with in both sets as Standard #5. Perhaps the only ESL standard that is not directly related is the NETS’ 6, which discusses technology use in its purest form (i.e. technology literacy). But this standard is quite possibly the easiest to incorporate into any lesson because of its direct tie to the other five NETS. (In fact, I think it is harder to avoid technology in this day and age than it is to simply incorporate it.) In the grander scheme of things, it would also be a great disservice to students if teachers did not integrate activities that could help them become more technologically literate.
In my own classroom, I have used podcasts and iPods to help enhance self-guided reading activities. More specifically, I was looking to improve their reading fluency and voice by having them listen to my read aloud via podcast. To hold them accountable, I would then have students record themselves reading the story (or book) to me. In this activity alone, I have hit upon the NYS ESL Standards 2 and 4, and NET Standards 2 and 6.