Introduction

Current students are growing up in a digital age that is much different from prior generations. Particularly, students’ use of technology both inside and outside of classroom settings has impacted educational formats (e.g., constructivist, student-centered) and 21st-century learning skills. Through the implementation of technology, educators are able to develop enjoyable, engaging, and meaningful learning environments for all students. This may be particularly important for ELLs who are often faced with navigating a new educational system, language, and culture. Because technology may be perceived as fun by ELLs, they may be less anxious about participating and interacting in their classes. This is important in helping them develop English language proficiency and being more productive in their academic learning.

Constructivism

The constructivist learning theory focuses on the student being a constructor of knowledge rather than just a recipient of knowledge (Eggen & Kauchak, 2010). In this theory, students are actively involved in making connections and creating meaning of the new content being taught. In constructivist learning contexts, students often work together collaboratively to solve problems presented to them by their teachers (Slavin, 2012).

The integration of technology into classroom settings is one approach that educators can use to implement collaborative, constructivist learning experiences. Additionally, educators are able to provide students technological assignments that they are able to complete in any setting in which they have Internet access. Providing students these types of learning experiences is essential in meeting the current generation of students’ unique academic needs. Particularly, 21st-century classrooms are mostly student-centered and contain learners who have grown up in a digital age in which the inclusion of technology is often perceived to be the norm.

Technology

Innovative educators are able to utilize a wide variety of technological resources when working with their ELLs. These programs and websites are often complimentary or require only minor fees for individuals working in K–12 schools and institutions of higher education. Incorporating a variety of technology components in English learning environments can be vital in providing students skill-specific tasks (e.g., speaking, listening, reading, and writing) through a means in which they have unlimited access to course assignments and materials. Many technological resources also provide educators a forum in which they can collaborate and share ideas, documents, and lessons.

Through the use of these programs, educators are able to provide their ELLs interactive lessons that incorporate 21st-century technology literacy skills (e.g., creating original projects, creative thinking, and construction of knowledge using technology). Additionally, educators are able to enhance their own perceptions and beliefs regarding the use of classroom technology. There are a multitude of technological tools that can be implemented by educators into their curriculum to enhance students’ learning outcomes. The following sections provide an overview of a few selected Web 2.0 tools (technology used to encourage collaboration and communication) that can be incorporated into second and foreign language learning environments.

Pixiclip

One Web 2.0 tool that can be useful for ELLs is Pixiclip. Through this program, students are able to upload images, draw illustrations, and provide audio or video messages. There are an array of activities that ELLs could be instructed to complete via this program. For example, students could be assigned a brief reading in which they are required to draw an illustration and present an audio overview of their comprehension of a text. Students could also be required to listen to their classmates’ posts to determine if there are similarities or differences in their comprehension of the assigned reading text. Educators can also incorporate a cultural component into activities that utilizes this program, such as requiring students to provide an overview of their cultural background, national holidays, and family recipes, just to name a few.

Animoto

Through Animoto, educators and students are able to create a video by uploading images and videos, and they also have the option to incorporate text captions. Educators are able to utilize Animoto to create targeted speaking activities through video clips. This type of assignment could entail the educator creating a short video of visual images in which no audio is provided. Students would then be required to view the video and describe the images portrayed in it. The videos could incorporate previously learned terms in order to reinforce content and vocabulary. Contrastively, the videos could include new vocabulary in which students would need to infer meanings from the illustrations provided.

Students could also be instructed to create digital stories through this program as well. Perhaps students might create a short video that incorporates the text feature in order to enhance their target language writing skills. This same activity could also be used to support reading comprehension skills. Specifically, students could be partnered to share their stories. For example, each student could be responsible for creating his or her own individual story and his or her partner would be assigned to read and share the story aloud with the entire class.

Glogster

Glogster can be used with ELLs to create captivating, engaging assignments and activities. Through this Web 2.0 tool, educators and students can create and share multimedia posters. These posters can include illustrations, audio, text, and videos. Educators can create a poster through Glogster to share new content and to reinforce previously taught concepts. Because these posters are accessible online, students are able to view them in their home settings in order to prepare for class or study for an examination. Additionally, because educators are able to incorporate visuals, audio, and videos in Glogster, ELLs’ cognitive and language loads are reduced. Students can also be required to create a Glogster poster for assignments such as presentations or to demonstrate writing and reading skills. Essentially, educators are able to integrate all four language skills into their assignments through the use of Glogster posters.

Conclusion

There are a multitude of Web 2.0 tools that can be integrated into second and foreign language learning environments. These software programs are important in providing learners captivating learning experiences both inside and outside of their target language classes. One way that educators are able to acclimate ELLs to using diverse technology resources is by providing them detailed handouts (when possible, translated to the students’ native languages) outlining how to use the programs. Educators can also assign practice activities or ice breaker activities when first introducing the new technology tool. These approaches will help ELLs become familiar with technology without them being penalized (e.g., reduction in assignment points) if they are inexperienced or uncertain of how to effectively use it.

As educators, we need to also be mindful of the skills that our students possess when they arrive to our classes. As such, educators need to understand the levels of technology skills that their ELLs possess and what concepts may need to be explicitly taught before technology can be effectively integrated into their assignments. Understanding this information is important in providing ELLs meaningful academic gains which can help them to develop target language skills that also embrace 21st-century learning frameworks. Engaging and motivating students throughout lessons is of utmost importance in making certain that they receive relevant and meaningful language learning experiences. As outlined in this article, there are many different forms of Web 2.0 technology tools that educators can utilize to accomplish this feat. In essence, constructivist activities that employ technological components are an effective teaching approach that can support ELLs in successfully acquiring the target language.

References

Eggen, P., & Kauchak, D. (2010). Educational psychology: Windows on Classrooms (8th ed.). Upper Saddle River, NJ: Pearson.

Slavin, R. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson.

Kelly Torres, Ph.D., Program Director of the Educational Psychology and Technology Ed.D. program at TCSPP. Her research interests are in second language learning and online education.