HEIS Newsletter - July 2011 (Plain Text Version)
|
||
|
In this issue: |
Computer Technology APP-ELLS: DIGITAL APPLICATIONS FOR ENGLISH LANGUAGE LEARNERS
With the proliferation of technological “pads,” “pods,” eReaders, and other digital applications, it seems timely to dedicate a column to their usefulness in the ESL/EFL classroom. Many of us may look at these forms of hardware and software and see the entertainment value; however, there is an academic value as well. I also want to acknowledge those of us who still highly treasure holding a book, turning its pages, and inhaling its aged smell. I do not believe that these will ever disappear, at least not in our lifetimes. As an avid reader, I do find though, that being able to carry 125 books weighing a total of less than a pound with me is a great advantage, especially because I typically read two or three books simultaneously. I have also found that the digital media do not carry the same dread as does a stack of books. In fact, a number of institutions now offer electronic textbooks as options or in place of printed ones (eSchoolMedia, Inc., 2011; University of Notre Dame, 2011). The issue of electronic forms of educational materials is complicated and the jury is still out on their usage for the everyday classroom; however, the tool is there. Here are some―by no means all―electronic applications, some free and some for purchase, that I believe can be useful in the ESL/EFL classroom. ELECTRONIC APPLICATIONS I list below the following applications from the Apple Apps Store (Apple, Inc., 2001) because that is what I use most often. However, there are many other sources for electronic applications, such as T-Mobile (http://android.t-mobile.com/apps-library) and Windows Mobile (Speckyboy Design Magazine, 2011). The following suggestions are grouped by skill (speaking, listening, reading, writing, and culture), tools (vocabulary, pronunciation, and grammar), and other (reference, other, and content). Speaking: Listening: Reference: Other: Educational technology will never be the end-all-and-be-all of academia, and it will certainly never replace teachers, but, as a supplement to instruction and classrooms, it can be a powerful tool. Integrating technology simply for its own sake does no one any favors; however, integrating technology as a way to further our influence as educators and as a way to fuel students’ desire to learn and investigate can have a lifelong influence and create a lifelong learner. REFERENCES Apple, Inc. (2011). “All categories.” Retrieved from http://www.apple.com/webapps/ eSchoolMedia, Inc. (2011). “Florida high school trading textbooks for eReader devices.” Retrieved from http://www.eschoolnews.com/2010/06/02/florida-high-school-trading-textbooks-for-ereader-devices/ Speckyboy Design Magazine. (2011). “49 free Windows Mobile 6+ smartphone apps and services.” Retrieved from http://speckyboy.com/2009/07/27/49-free-windows-mobile-6-smartphone-apps-and-services/ University of Notre Dame. (2011). “Notre Dame launches eReader study, creates first paperless course.” Retrieved from http://newsinfo.nd.edu/news/16512-notre-dame-launches-ereader-study-creates-first-paperless-course/ Alan D. Lytle, the teaching director of the intensive English language program at the University of Arkansas at Little Rock, USA, has a background in second and foreign language education (ESL/EFL, German, and French) as well as 23 years of ESL teaching experience at all levels, in academic-preparation programs, conversation programs, English-for-special-purposes programs, and topic-specific programs. |
|