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Improving English Language Learner Instruction through the Use of Technology

Price

Improving English Language Learner Instruction through the Use of Technology

Humboldt State University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Hours: 45.00
  • University Credits: 3.00
  • Promotions
What you need to know

CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.

Humboldt State University (HSU): HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Course Description

Course Description:

This course explores technologies that support language development as well as academic achievement for K-12 English language learners. Emphasis is on technologies that support English language development and communication skills, such as dedicated software programs, websites, and other technology resources. In addition, participants will learn how technologies that were developed for other purposes, such as word processing, can be used in targeted ways to promote English language development. Participants will benefit from numerous resource links for improving English Language Instruction through the use of technology.

Course Objectives: Participants will

  • Provide a rationale for using language learning technologies to support ELLs’ English language development and academic achievement in English. Explain the role of input, interaction, and output in learning second languages. Describe the principles of content-based instruction for language development.
  • Identify the major phases in the field of language learning technology, or CALL. Identify the major CALL organizations and their resources and evluate software for functionality and content.
  • Describe various technologies that support content-based instruction, including native language resources and resources that provide suitable input, interaction, and output for learning and demonstrating mastery of content, depending on the learner’s level of English proficiency.
  • Describe various distance learning technologies and how they might be applied to teaching ESL, including course management systems (Blackboard, Moodle) and integrated online courseware (Elluminate)
  • Identify quality indicators for distance learning programs, pedagogical principles for engaging distance learning courses and various distance learning resources
  • Describe computer-mediated communication that facilitate language learning including, videoconferencing, instant messaging, bulletin boards, e-mail and social networking sites.
Syllabus
  • Course:
    Improving English Language Learner Instruction through the Use of Technology
  • Prerequisites:
    None
  • Number of credits:
    3
  • Number of hours:
    45

Course Description:

This course explores technologies that support language development as well as academic achievement for K-12 English language learners. Emphasis is on technologies that support English language development and communication skills, such as dedicated software programs, websites, and other technology resources. In addition, participants will learn how technologies that were developed for other purposes, such as word processing, can be used in targeted ways to promote English language development. Participants will benefit from numerous resource links for improving English Language Instruction through the use of technology.

Course Objectives:

  • Provide a rationale for using language learning technologies to support ELLs' English language development and academic achievement in English. Explain the role of input, interaction, and output in learning second languages. Describe the principles of content-based instruction for language development.
  • Identify the major phases in the field of language learning technology, or CALL. Identify the major CALL organizations and their resources and evaluate software for functionality and content.
  • Describe various technologies that support content-based instruction, including native language resources and resources that provide suitable input, interaction, and output for learning and demonstrating mastery of content, depending on the learner's level of English proficiency.
  • Describe various distance learning technologies and how they might be applied to teaching ESL, including course management systems (Blackboard, Moodle) and integrated online courseware (Elluminate)
  • Identify quality indicators for distance learning programs, pedagogical principles for engaging distance learning courses and various distance learning resources
  • Describe computer-mediated communication that facilitate language learning including, videoconferencing, instant messaging, bulletin boards, e-mail and social networking sites.

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, observation and analysis of lessons, coaching interactions with a coaching partner that include feedback and analysis of both the lesson and the coaching episode. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Lesson 1
    • 1.a Building an instructional framework for language learning technologies
    • 1.b Learning a Second Language: Critical Elements
    • 1.cInput, Interaction, and Output: A Closer Look
    • 1.d Content-Based Instruction
    • 1.e How Instructional Technology Supports Ideal Learning Conditions for ELLs
    • 1.f Supplementary Material
  • Lesson 2
    • 2.a What can teachers of ELLs do with Language Learning Technologies?
    • 2.b Using LLT's During Classroom Instruction
    • 2.c Using LLT's to Supplement Classroom Instruction
    • 2.d Using LLT's to Complement Classroom Instruction
    • 2.e Using LLT's for Self-Directed Study
    • 2.f Supplementary Material
  • Lesson 3
    • 3.a Which comes first, the technology or the teaching?
    • 3.b Multiple Intelligences and Learning Styles
    • 3.c Language Learning Pedagogy Part 1: Instruction SLA
    • 3.d Language Learning Pedagogy Part 2: Naturalistic SLA
    • 3.e Putting It All Together
    • 3.f Supplementary Material
  • Lesson 4
    • 4.a How do I judge the quality of a language learning technology?
    • 4.b Sources of CALL Software Evaluation Criteria
    • 4.c Technology Features of Instruction Software
    • 4.d Content Features of Instruction Software
    • 4.e Content of CALL Software and Web Resources
    • 4.f Supplementary Material
  • Lesson 5
    • 5.a Developing Oral Proficiency Skills: Listening Part 1
    • 5.b Developing Oral Proficiency Skills: Listening Part 2
    • 5.c Developing Oral Proficiency Skills: Speaking
    • 5.d Developing Oral Proficiency Skills: Pronunciation
    • 5.e Developing Vocabulary
    • 5.f Supplementary Material
  • Lesson 6
    • 6.a Developing English Reading Skills, Part 1
    • 6.b Developing English Reading Skills, Part 2
    • 6.c Developing English Writing Skills
    • 6.d Developing English Grammar skills
    • 6.e Comprehensive ESL Programs
    • 6.f Supplementary Material
  • Lesson 7
    • 7.a Exploring Differentiated Instruction
    • 7.b Content-based Instruction and Authentic Materials
    • 7.c Sheltered Instruction and the SIOP Model
    • 7.d Teaching content to ELLs in Mainstream Classes
    • 7.e Heritage and Native Language Instruction
    • 7.f Supplementary Material
  • Lesson 8
    • 8.a Presentation and Communication Tools
    • 8.b Interactive Tools
    • 8.c Word Processors and Desktop Publishing Tools
    • 8.d Web Page Editors and Wikis
    • 8.e Blogs and Podcasts
  • Lesson 9
    • 9.a Teaching and Learning Resources
    • 9.b Nutta's Principles of Dynamic Distance Learning
    • 9.c Course Management of Programs for Distance Learning
    • 9.d Distance Learning for ESL
    • 9.e Blended Courses for ELLs
    • 9.f Supplementary Materials
  • Lesson 10
    • 10.a Computer-mediated Communication
    • 10.b Synchronous CMC
    • 10.c Asynchronous CMC
    • 10.d Using CMC to Develop Writing and Speaking Skills
    • 10.e Internet Safety
  • Lesson 11
    • 11.a Distance Communication and Learning Technologies
    • 11.b Training, Support, and Resources for Instruction Technology
    • 11.c General Teaching Resources
    • 11.d Course Management Systems
    • 11.e Grading Programs
  • Lesson 12
    • 12.a Language labs
    • 12.b Guidelines for Integrating LLTs into Instruction
    • 12.c Checklist for Incorporating LLTs
    • 12.d Diverse Classroom Contexts
    • 12e. Summary and Review
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

425.788.7275

Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based
  • University credits available*
  • Asynchronous – start at any time–24/7
  • Self-paced – work at your own pace and convenience
  • Completely online – no commuting, parking, missed classes and no dress code
  • User friendly and engaging with numerous videos that model new strategies and skills

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits

  • 45 hours = 3 semester credits
  • 30 hours = 2 semester credits
  • 15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions

Conducting the Parent Conference

  • $99 through June 30, 2015
  • Use promo code ParentConferences101 at checkout

Newsletter


CE Credits Online is pleased to announce it is launching the CE Credits Online Monthly Newsletter. Every month the newsletter will offer a discount on one or more CE Credits Online courses—often with savings that can amount to hundreds of dollars. The only way to receive these discounts (using a promotional code) is to receive the newsletter. The newsletter is free and will have various features we believe will be of interest to all educators.

Once you sign up for the newsletter, you will receive a confirmation email and a link to the CE Credits Online Newsletter and the discounts that are being offered for that month. Discounts change monthly.

Click Here to Sign Up.

*Does not apply to all districts

Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
Reviews
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • I really enjoyed this course. I am especially appreciative of the plethora of websites and resources. There were some mentioned that I already use but there were many listed that I was unaware of. I appreciate the considerations of the different levels you may encounter in your classroom and how to use the technology you have to have the greatest impact on my students. One thing from this class that I hope to implement next year is the use of more videos, graphic organizers and activities on my class website for my students and their families to use at home. This way they are able to have more resources and assistance while practicing English in the home. Most of my students have internet access at home, so I believe this would be beneficial for them.

    What a participant from Florida said about Improving English Language Learner Instruction through the Use of Technology
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

    What a participant from Arizona said about Stopping Disruptive Behavior
  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

    What a participant from Arizona said about Transforming Math Instruction with Interactive Whiteboard Systems
  • This course really had me evaluate where I am currently in my teaching. I liked how I was able to consider my students in response to the course information. This course helped me make changes in how I am setting up my classroom lessons to better help my students and I am already seeing improvements in my relationships with students and their relationship with the material. The moderator's further questions helped me focus better on the material and to specify my response to the questions.                                

    What a participant from Arizona said about Maximizing Engagement of All Learners
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • This is my first time using CE Credits online and I was very impressed. The material was very informative and helpful and easy to navigate through. I will definitely take another course!!                                

    What a participant from California said about Conducting the Parent Conference
  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

    What a participant from California said about Differentiating Instruction in Your Classroom