|
|
Introduction………………….……………..…1
Multimedia Technology Planning………....2
Technology and Learning…………………..2
Challenges for a Gifted ESL student……...3
Resources and Tools………………………...6
Conclusion……………………………………..7
References…………………………………..…8
Technology is being utilized in every facet of our lives today. It can be seen in our work environment. When we go shopping, many of the cash machines are computerized. In our schools, technology has become a part of the regular curricula. Like other areas such as the business sector, educators see technology as a tool to broaden their scope of teaching and allow students to become part of the “real” world. Teaching in this manner allows learners of different learning backgrounds to comprehend what the teacher is presenting. Some teachers create lessons that greatly help students with learning disabilities. Others, on the other hand, allow gifted students to create research projects that are related in some way to technology.
Bilingual/ESL
students find using technology beneficial in learning the English language.
Many computer programs are created with language skills that help the
bilingual/ESL student. In addition, these creations help service the children
in both aspects of language and technology. It is difficult though to service
children that are of special needs (like that of G/T or Special Education) and
bilingual/ESL. Many teachers find that identifying students for a G/T program
is time consuming and culturally biased. When identifying these students,
educators also have to service these students to fit the needs both culturally
and intellectually. This paper discusses those issues as well as how to
incorporate technology to help alleviate the need for our G/T Bilingual/ESL
students.
In
many school districts, technology has been a major topic to consider when
looking at funding programs. We have seen an influx of various computer
programs that help educators in the whole educating process. School districts
that are in rural areas have become part of the World Wide Web (or WWW) because
of multimedia technology plans created by the political and business sectors.
According to Riley, the Educational Technology Plan has 5 main national goals.
The one main important goal is that all students and teachers will have access
to information technology in their classrooms, schools, communities and homes.
(Riley, 2000) For Bilingual/ESL
students, this sounds very promising. Most ESL students come from areas that
are at risk or from a low socioeconomic status. Schools that are in these areas
have a harder time trying to buy computers for the classroom. With plans such
as those created by Riley and Clinton, administrators and educators may find it
much easier to fund technology programs.
According to NAEYC, technology is
important in the enhancement of cognitive and social capabilities. Technology
should not replace the education of the child especially if the technology used
is not age appropriate. (NAEYC, 1996)
Many gifted students may find that some computer programs may be too
difficult for their own age. Educators always have to be aware that not all
computer programs are useful in helping educate our students. According to
Schrum, appropriate technology should also be incorporated in the curricula
when necessary to support age appropriate learning. (Schrum, 2000) Both students and educators learn to
effectively expand their learning by becoming active learners. These same
students also are productive in presenting the knowledge acquired in different
formats. This type of teaching develops students’ willingness to learn.
With that in mind, educators also have to deal with students that have different learning styles. According to Gardner, there are 8 types of learners or learning styles. Spatial learners, for example, tend to learn in a global manner. A musical learner, on the other hand, may learn history by associating songs of that time period. Technology helps foster positive aspects with these various learning styles. For example, teachers are able to incorporate a research topic with a student that is spatial. That same student may use computers to do some of his/her research. A visual learner may use a paint program like Microsoft Appleworks or research a famous artist. Logical/Mathematical learners can create questions associated to the learning. They may create research about what they want to learn.
ESL students have various challenges
to contend with in the school environment. This is also true of students that
are both gifted and in an ESL classroom. Students that are bilingual or ESL
have to deal with the whole process of language acquisition (Harris, 1993). In addition, the traditions, attitudes, and
economy of the student’s environment differ from what educators have. This
leads to students’ and educators’ communication being misinterpreted. As
discussed earlier, technology helps students understand the new language by
using ESL computer programs. Educators also can find translatable computer
programs that will translate material from English to another language. By
doing this, the educator creates a common understanding between the student and
parents. Even though this is the case, educators continue to find students
dealing with challenges that are too hard to deal with alone.
Some of those same challenges, those
of which had been discussed earlier, can lead to underachievement. Certain
individuals can have frustration toward others because of their boredom. Using
cooperative learning groups can help foster positive reinforcement. If the
learning environment is poor, students may feel that they have been cheated out
of a good education. Some students have discussed concerns with less positive
teacher-student relations. (Ford, 1997)
In other certain instances, some gifted ESL students have to work or
take care of younger siblings because of the economic situation in which they
live in. Many of these students have chores at home after school that lead to
neglecting their homework. Educators and counselors can help by communicating
to community outreach programs that help alleviate the economic hardships the
students have at home.
When identifying and servicing G/T ESL students, educators neglect the needs of the students. This neglection leads to students becoming underachievers as discussed earlier. Some educators feel that there are not enough materials made available to service children that are gifted ESL. Teachers also tend to be lenient on those needs that gifted ESL students have. (Bailey, 1998) Since ESL students are in a different setting than regular education students, teachers tend to perceive that gifted ESL students cannot understand the material as well as “regular” students. It is also well noted that teachers fail to give students challenging opportunities due to a perceived lack of the dominant language. (Dicerbo, 2000) It is this leniency that makes students become underachievers.
How can teachers alleviate this problem? One such way is by researching the student’s culture. Teachers can create lessons in which the student investigates about what he/she already knows. The end product may be a website or an electronic portfolio that can be used by other students. (Kline, 1999) Educators can also become involved in changing their own staff development and philosophy of gifted education. By working together with administrators, educators can find better ways to identify and service students that are G/T ESL. One way in which administrators can help is by securing adequate training for both bilingual and ESL teachers in the subject of G/T ESL. They can also coordinate committees that refocus what the philosophy of gifted education should be. While making such changes, educators must realize that timelines should also be considered. (Bailey, 1998) These timelines are beneficial because the goals are realistic and are correlated to the needs of the gifted ESL student. As stated earlier, making technology as a resource for students is a wonderful way to teach language.
When looking at technology, the various tools that are provided today can allow for positive reinforcement in learning. For example, students and teachers can monitor each other by using electronic portfolios. (Lankes, 1995) There are also various computer software programs such as Computer Education for Language Learning (CELL), Alaska Writing Program (AWP) which are created to support second language acquisition. (Soska, 1993) Yet another good source is the World Wide Web. Students may do hours of research using the web, but they can also produce pages that can later be published. (Dallaston 1996). Writing teachers may also find the WWW useful in email software like Stationary. (Belisle, 1998) Such a type of software helps student work become more organized and retrievable by teachers.
Gifted ESL students may use such programs and tools to create products or lessons for other students. For example, some students might create simulations with a robotics program. Others have the opportunity to create a multimedia production for a news broadcast in the school. With the help of the teacher, gifted students can create goal oriented lessons that enhance the learning of all students in the classroom. Along with that, students may research and find or create fun ESL games that are helpful in their language acquisition.
Bailey, Frank.
(1998, August). Talents, Schooling and English Language Learners. National Center for Bilingual Education.
Available: http://www.ed.gov/pubs/TalentandDiversity/talent.html.
Belisle, Ron. (1998,
April). Let the E-mail Do the Work: Time Saving Features for the Writing
Teacher. The Internet TESL Journal.
Available: http://www.aitech.ac.jp/~iteslj/Techniques/Belisle-Email/
Bishop, Ann and
Patricia Anne DiCerbo. (2000, September). Technology Trends and their potential
for Bilingual Education. National
Clearinghouse for Bilingual Education. (7). Available:
http://www.ncbe.gwu.edu
Ford, Donna Y. and Antoinette Thomas. (1997, June). Underachievement among gifted minority students: problems and promises. ERIC Clearinghouse on Disabilities and Gifted Education. (E544). Available: http://ericec.org/digests/e544.htm.
Harris, Carol Ruth.
(1993, July). Identifying and serving recent immigrant children who are gifted. ERIC Clearinghouse on Disabilities and
Gifted Education. (#520). Available: http://ericec.org/digests /e520.htm.
Kline, Sybil. (1999,
November) Alternative Assessment of
Exceptional Culturally and Linguistically Diverse Students. CREDE (on-line) Available:
http://www.crede/Reports/intsummain.html
Lankes, Anna Maria.
(1995, December). Electronic Portfolios: A New Idea in Assessment. ERIC
Digest on Information and Technology. Available:
http://www.ericit.or/digests/portfolio.html.
NAEYC. (1996,
April). NAEYC’s position: Technology and Young Children – Ages 3 through 8. National Association of Educators of Young
Children. Available:
http://www.naeyc.org/resources/position_statements.htm.
Riley, Richard W.
(2000, December 15). New National Educational Technology Plan. US Department of
Education press release. Available: http://www.education-world.com/a_tech/tech064.shtml.
Schrum, Lynn. (2000,
December) Let’s put the Pedagogy First: Technology as a Tool to Support
Instruction. Education World. Available:
http://www.education-world.com/a_tech/tech004.shtml.
Soska, Matthew. (1993)
An Introduction to Educational Technology. National
Clearinghouse for Bilingual Education. 1(1). Available: http://www.ncbe.gwu.edu/ncbepubs/directions/01.htm