Ways of SupPort
As an ELL myself and having taught ELL classes for younger and adult learners, I relate and empathize with the challenges and difficulties ELL students face. The pedagogical frameworks and strategies discussed on this page are based on previous researches and also drawn from my personal experiences. As discussed on the previous page, younger students generally reacted positively to using iPads for learning (Brand et. al, 2011, in Nguyen, 2015). Students were empowered to share their ideas and knowledge in the classroom, and learning to feel more comfortable using technology when they had the chance to explore educational apps using iPads (Apple Inc, 2019). How can these properties of iPad utilization be an advantage to close the learning gaps for ELL students? |
Pedagogical Strategies
Theoretical IDeas and Frameworks
Constructivism
Knowledge is not absolute but it is constructed by learners that involved social and cognitive activity, "occurring within a rich milieu of physical and cultural tools" (Taylor et al., 2006, p.144). If students are given opportunities to learn and apply by using their previous and new knowledge, they will be able to learn in a meaningful and relatable way. In the age of mobile technologies, iPads have the potential to shift learning from an instructionist to a constructivist view (Culén & Gasparini, 2012). Students will be able to discover different ways to gather information, create and design content, and construct their own learning through using tablets (Al-Bogami & Elyas, 2020).
This approach to learning would be difficult for ELLs but it is the most important outcome to achieve in the classroom. With the use of iPads, students will be given the opportunity to express their learning in ways that would be difficult to do with traditional learning and/or other technologies. There are numerous applications that are designed for iPads that support constructivism (i.g. creating videos, making visually appealing notes, constructing interactive mind-maps, composing music, etc.). Students are constructing something of their own that is a direct representation of their learning.
Examples:
Knowledge is not absolute but it is constructed by learners that involved social and cognitive activity, "occurring within a rich milieu of physical and cultural tools" (Taylor et al., 2006, p.144). If students are given opportunities to learn and apply by using their previous and new knowledge, they will be able to learn in a meaningful and relatable way. In the age of mobile technologies, iPads have the potential to shift learning from an instructionist to a constructivist view (Culén & Gasparini, 2012). Students will be able to discover different ways to gather information, create and design content, and construct their own learning through using tablets (Al-Bogami & Elyas, 2020).
This approach to learning would be difficult for ELLs but it is the most important outcome to achieve in the classroom. With the use of iPads, students will be given the opportunity to express their learning in ways that would be difficult to do with traditional learning and/or other technologies. There are numerous applications that are designed for iPads that support constructivism (i.g. creating videos, making visually appealing notes, constructing interactive mind-maps, composing music, etc.). Students are constructing something of their own that is a direct representation of their learning.
Examples:
- Using Procreate, design a simple blueprint of an international space station that will support 7 crewmembers for a 1 month mission.
- Using Canva, create a poster that explains the Theory of Matter.
- Using iMovie, create an analogy video that represents the organelles and their functions of a plant cell.
As most ELL students struggle with reading and writing, demonstrating their learning needs more differentiation and accommodation. The iPad would be a great tool for providing them with more options to creatively demonstrate their learning.
SAMR
The SAMR framework is one of the commonly brought up ideas to help educators identify the level of technology integration. iPads can be used to achieve every level in the SAMR model and this goal should be clearly communicated with the students for them to take ownership. Al-Bogami and Elyas (2020) state, "iPad in the EFL classroom enables students to be more autonomous learners and indeed “shift the current conventional teacher-centered classroom to [a] more dynamic one by involving students in an active and independent approach to learning” (p. 3). Thus, the iPad provides a platform for establishing a student-centered pedagogy if it is implemented with the pedagogical purpose to accomplish the same" (Al-Bogami & Elyas, 2020, p.12).
The SAMR framework is one of the commonly brought up ideas to help educators identify the level of technology integration. iPads can be used to achieve every level in the SAMR model and this goal should be clearly communicated with the students for them to take ownership. Al-Bogami and Elyas (2020) state, "iPad in the EFL classroom enables students to be more autonomous learners and indeed “shift the current conventional teacher-centered classroom to [a] more dynamic one by involving students in an active and independent approach to learning” (p. 3). Thus, the iPad provides a platform for establishing a student-centered pedagogy if it is implemented with the pedagogical purpose to accomplish the same" (Al-Bogami & Elyas, 2020, p.12).
Here are examples of iPad apps that support the different levels of the SAMR model:
When I was learning how to use a new app, I had to search on YouTube for tips and tricks on how to get the best out of it. This took time, dedication, and energy but it was a worth-while learning process. Bringing this into a classroom with ELLs, they will be challenged to engage in higher-order thinking, where they need to synthesis, evaluate, and analyze how to use an iPad efficiently and apply the curricular content into the activities they are performing with it. Gamification is also a very useful activity that can be done with an iPad that will allow for modification and redefinition levels of the SAMR model.
I think it's important to provide a learning environment for ELLs where the students feel safe to make mistakes and explore new ideas. The learning environment should entail appropriate challenges and meaningful learning activities, so students can grow as they engage. The idea of achieving all 4 levels of the SAMR model with one device is a very efficient way for providing that differentiated environment for ELLs.
I think it's important to provide a learning environment for ELLs where the students feel safe to make mistakes and explore new ideas. The learning environment should entail appropriate challenges and meaningful learning activities, so students can grow as they engage. The idea of achieving all 4 levels of the SAMR model with one device is a very efficient way for providing that differentiated environment for ELLs.
More Examples
Differentiation
" The iPad supports a wide range of apps and iCloud connectivity which offers teachers a broader range of activities that were not possible before, enabling the sharing of resources (Dropbox, Google Drive, FaceTime) and supporting differentiation, thus encouraging more autonomous learning (Transformation). A further strength of the iPad is that the educational apps not only provide access to a wide range of resources, but there are many apps, such as iMovie and Garage Band that have been designed to allow students to be innovative creators of knowledge" (Geer et al., 2017, p.492).
" The iPad supports a wide range of apps and iCloud connectivity which offers teachers a broader range of activities that were not possible before, enabling the sharing of resources (Dropbox, Google Drive, FaceTime) and supporting differentiation, thus encouraging more autonomous learning (Transformation). A further strength of the iPad is that the educational apps not only provide access to a wide range of resources, but there are many apps, such as iMovie and Garage Band that have been designed to allow students to be innovative creators of knowledge" (Geer et al., 2017, p.492).
Vocabulary Assistance
Using apps like Quizlet, iBook, or Libby can help students have access to instant vocabulary assistance as they read. The touch function allows students to drag, drop, touch and move around words. Students are not only interacting with their hands but they are also getting exposure to unfamiliar vocabulary in multimodal presentations. According to Xin and Affrunti (2019), students' word application increased from 31% to 75% when iPads were used. The authors also found that all students enjoyed using the iPad to learn new words. All students also agreed that the iPad helped them learn more English words in contrast to when other teaching methods were used.
Engagement
VR applications and educational games can boost student engagement and redefine learning activities. There are applications for organizing work and planning/managing independent learning tasks. iPad apps can help ELL students take more accountability and involvement in the planning and designing of the learning tasks.
extra resources
Interested in knowing more tips for ELL teaching? Here are some extra resources.