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Unit 8: ARGs for Language Learning

After watching the video in our most recent unit, I was intrigued when “Guardians of the Mo’o” was mentioned. Particularly because it was referred to as an Alternate Reality Game (ARG). I wanted to find out more about the project, and given that they referred to groups of target learners, I assumed that a formal paper was done regarding it, and it turns out there was!  http://hdl.handle.net/10125/67832 From my experience with ARGs, they are a lot like scavenger hunts that have a mix of online and real world components. I participated in an ARG called “ Flynn Lives ” that promoted the movie “Tron: Legacy” in 2010. It combined playing online games, solving puzzles received through the mail, and even traveling to real world locations. An online community formed that allowed participants to work together to solve all of the overarching puzzles and mysteries. While that ARG had a commercial purpose of building hype for the movie, I think that same sort of creativity could be used to create
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Unit 7: Structured Pairing vs Technology in ELL Classrooms

I was drawn to the paper that I read for this post because of its comparative nature. The focus being whether ELL students had better results by working with partners, or working with technology. Since both of these ideas are usually viewed positively by educators, I was curious if there would be hard data that suggested that one of them was intrinsically better than the other.  The author does a great job at setting the stage not only for his paper’s focus, but for the plight of ELL students in general. I feel like it transcends normal research papers and almost serves as a narrative of some systemic problems that ELL programs face. He outlines the difficulties that both ELL students face, and the concerns of teachers who are struggling to adapt to an increasing amount of ELL students in their classrooms. He also details some potential strategies that could be utilized to solve some of the issues he raises. The bulk of the data provided is more qualitative than quantitative. The stud

Unit 6 Blog: Visual Impairment and ESL

This article struck me because it’s topic is something that I had no personal experience with. The challenges that L2 learners face are daunting, but to combine that with a visual impairment presents a number of obstacles for traditional teaching methods for ESL. I was intrigued to see what best practices were shared and if there were any technology solutions that seemed to work in these situations.  This article was written by educators in India and I was fascinated with the section of the paper that detailed the struggles of teaching visually impaired students that the authors feel are prominent in India compared to other countries around the world. Particularly, I was shocked by the shared statistic that 75% of disabled children in India don’t attend school. It was eye-opening for me to see how differently the entire system of education is handled in another country. The authors shared a couple of common assistive technology examples (text to speech, voice recorders, etc.), but it

U5 Blog: Seamless Learning in ESL

I was intrigued by this article because I had not heard of seamless learning as a technical term. The idea behind it is that learning should not be restricted to the classroom, and since mobile devices are becoming commonplace, learning will take place “involuntarily” through technology use in daily life outside the classroom. A great example provided is that when ESL students are consuming online videos in English from services like Youtube, they’ll be improving their listening and speaking skills.  The authors shared a number of seamless learning theories, including behaviourism, constructivism, and connectivism and looking at the differences between formal and informal learning. I had never considered how important informal learning is for ESL students. ESL teachers are preparing their students for utilizing their skills in daily conversations and interactions, which are for the most part, informal. It stands to reason that informal interactions are where they stand to gain valuabl

U4 Blog: EdTech Neutrality

The article I’m reviewing, Challenging the Neutrality Myth of EdTech was one of my Google Alerts this week and I was amazed at how it hit all the right notes as far as my interests are concerned. The author, Tim Stewart, focuses on the growing presence of data collection by educational technology, particularly on how student information is being collected. He also writes on how collected data is used to evaluate teachers and how ESL teachers are particularly affected by this. It’s hard for me to remain unbiased since I work in IT, but I found this article to be a bit alarmist in nature. Stewart brings up that TESOL has become political in nature and how increases in technology use for TESOL have furthered that nature. He mentions the political history that comes with teaching ESL (colonization, globalization, etc.) and mentions that the developers of the technologies that are frequently used in education do not have the same values as those teaching it, which I thought were some inter

U3 Blog: 1:1 for ESL and Beyond

  For my first blog post, I wanted to find something to discuss that felt relevant in an immediate sense, so I settled on the following article: 20 Suggestions About Teaching in a Class Where All Students Have Laptops . The article focuses on the new landscape of schools in regards to 1:1 programs. The author points out that due to COVID closures, most districts probably find themselves in a 1:1 scenario where every student has a device, many districts may now find themselves with students back in the classroom with a device that was not there before. Four different teachers share their thoughts on how to be successful in using 1:1 devices in your classroom and three of the four teachers are currently ESL teachers or have a background in ESL, so I was particularly interested in what insight they had to share. I found their advice to be overwhelmingly helpful and positive, but there was one comment that felt like the reading equivalent of nails on a chalkboard to me. Below are some high