Using Video to Productively Engage Learners

2011 ◽  
pp. 233-247
Author(s):  
Nancy Schmitz
Keyword(s):  
Language Skills ◽  
Video Technology ◽  
Language Differences ◽  
Supportive Environment ◽  
Technology Students ◽  
K 12

This chapter focuses on the different uses of video technology for instruction and assessment. The use of video technology allows performance-based skills, knowledge and disposition for learning to be demonstrated and recorded for a number of uses. The uses of video technology provide ways for students with different backgrounds and experiences as well as language differences to effectively engage with their performance and develop their skills, knowledge and dispositions. Through engagement in performance recorded via video technology, students become more motivated to prepare effectively. Action-oriented videotaping allows those students with less language skills to make use of alternative ways to demonstrate their skill, knowledge and disposition to learn in an effective and supportive environment. Each of the uses for video technology utilizes different strategies and techniques. Successful examples of each use of video technology are provided within this chapter for using video effectively in undergraduate as well as K-12 settings.

Music Fluency

2017 ◽  
pp. 366-382
Author(s):  
Barbara Freedman
Keyword(s):  
Music Theory ◽  
Traditional Instruction ◽  
Music Teachers ◽  
Language Skills ◽  
Music Notation ◽  
Technology Students ◽  
Use Of Technology ◽  
Language Of Music

This chapter argues that music teachers should focus less on having students become readers and writers of standard music notation (i.e., literacy) and more on teaching whatever music “language skills” will allow them to freely communicate their ideas in music—that is, to have them become fluent in the language of music. The chapter also demonstrates how, when using software to facilitate music creation teaching, the piano keyboard and various graphical visualizations of sound help to teach and understand chord progressions, accompaniment patterns, bass lines from chords, melody writing, and music theory in ways more meaningful than traditional instruction. Through the intelligent use of technology, students who have never played piano or studied another instrument suddenly create, of their own volition, music of increasing sophistication.

Deficit Thinking and Additional Language Learners in Exceptional Education

2022 ◽  
pp. 224-239
Author(s):  
Janat R. Blackmon
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Language Skills ◽  
Deficit Thinking ◽  
Acculturation Process ◽  
School Year ◽  
Exceptional Education ◽  
American Schools ◽  
K 12 ◽  
The U.S

In the 2018–19 school year, additional language learners (ALL) represented 10% of total student enrollment K–12 schools with over 5 million ALL learners enrolled in U.S. schools. Additional language learners are the fastest growing population in education in America. There is a disproportionality in the number of ALL learners referred to exceptional education programing in the U.S. instead of being taught in culturally responsive ways specifically to develop language skills in additional languages. Teachers often refer for Exceptional Education assessments ALL learners who are not progressing as fast as students with English as their home language for a learning disability. This chapter aims to identify the acculturation process and best practices for teaching English as an Additional Language specifically in the acculturation period for learners. This chapter will give an overview of ALL learners, culture, acculturation, and differentiation in instruction and assessment for ALL learners in working towards more appropriate and effective programming for ALL learners in American schools.

Technology Tips: Evaluating Mathematics Videotapes for Use in the Classroom

1998 ◽  
Vol 91 (4) ◽  
pp. 348-359
Author(s):  
Cathleen Maria Zucco
Keyword(s):  
Selection Criteria ◽  
Secondary Level ◽  
Instructional Program ◽  
Interactive Software ◽  
Video Technology ◽  
Mathematics Classrooms ◽  
Technology Students ◽  
Music Television ◽  
Classroom Use ◽  
Video Material

One type of technology that is not used to its fullest potential in mathematics classrooms is video technology. Students today, however, have learned from television since they were toddlers. They are constantly exposed to a variety of multimedia entertainment, from computer-animated movies to music television to interactive software and games. Secondary-level mathematics teachers should consider mathematics videotapes to be an important enhancement to their overall instructional program. This article presents selection criteria for teachers to use when reviewing video materials for classroom use and provides an annotated bibliography of available video material.

scholarly journals Code-meshing Projects in K-12 Classrooms for Social and Linguistic Equity

2021 ◽  
Vol 18 (1) ◽  
pp. 1-23
Author(s):  
Woongsik Choi
Keyword(s):  
Social Equity ◽  
Language Diversity ◽  
Theoretical Level ◽  
Writing Teachers ◽  
Pedagogical Tool ◽  
Language Differences ◽  
K 12 ◽  
Pedagogical Application

To contest monolingualism, which oppresses language diversity in U.S. classrooms, Horner et al. (2011) called for a translingual approach to language differences. As much of the literature on translingualism has remained at a theoretical level, writing teachers have been seeking to enact this disposition in their classrooms pedagogically. As a response to this, code-meshing (Young, 2004, 2013; Canagarajah, 2006, 2011) can be used as a pedagogical application of the translingual approach. This paper conceptualizes code-meshing as translingual pedagogy and explores how it can be used in K-12 contexts by examining documented K-12 classroom examples of code-meshing projects in the studies of Zapata and Laman (2016) and Pacheco et al. (2017). Despite the concerns that critics have voiced, the examples show that code-meshing can be used as an effective pedagogical tool for developing the translingual disposition, supporting students’ multilingual identity, and discussing social and linguistic equity in K-12 settings. While the structural limitations for translingual pedagogy are not unforeseen, teachers and researchers should be encouraged to collaborate and keep developing translingual pedagogy for linguistic and social equity.

scholarly journals How Teachers Can Communicate Effectively with Parents Who Speak a Different Language

2021 ◽  
Vol 4 (9) ◽  
pp. 166-178
Author(s):  
Adekunle Lawal
Keyword(s):  
United States ◽  
Real Time ◽  
The United States ◽  
Language Barrier ◽  
Speech Translation ◽  
Language Differences ◽  
English Speaking ◽  
Teachers And Parents ◽  
K 12

Language differences between parents and teachers, if not carefully managed, can cause miscommunication or communication gaps that could hinder both the school’s and students’ progress. This paper explores various ways of translating real-time conversations between teachers and parents who speak a different language. Fourteen K-12 teachers in the United States were surveyed and nine were interviewed to determine how English-speaking teachers can communicate effectively with non-English speaking parents. The findings from the study suggest Microsoft Translator technology for speech translation for conversations to break the language barrier, bridge communication gaps and promote effective bi/multilingual parent-teacher conferences.  

Digital Video in the K-12 Classroom

2011 ◽  
pp. 247-270 ◽  
Author(s):  
Christopher Essex
Keyword(s):  
Production Process ◽  
Student Learning ◽  
Real World ◽  
Digital Video ◽  
Video Production ◽  
Technology Literacy ◽  
Video Technology ◽  
Teachers And Students ◽  
Technological Developments ◽  
K 12

This chapter describes how digital video (DV) production can be integrated into K-12 education. It describes how recent technological developments in digital video technology provide an exciting new way for teachers and students to collect, share, and synthesize knowledge. It argues that DV can provide tangible, real-world benefits in student learning, as it requires that students work actively and collaboratively on authentic real-world tasks. Furthermore, DV projects can be tied to technology literacy and curriculum standards. The reader is guided through the stages of the DV production process, and specific K-12 projects are described. Guidelines for choosing hardware and software are provided. Parent and administrative concerns about the use of DV are discussed. The goal of this chapter is to provide K-12 teachers and administrators with the information they need to integrate digital video production into the curriculum.

Language skills in shy and non-shy preschoolers and the effects of assessment context

2008 ◽  
Vol 36 (1) ◽  
pp. 53-71 ◽  
Author(s):  
KATHERINE A. SPERE ◽  
MARY ANN EVANS ◽  
CAROL-ANNE HENDRY ◽  
JUBILEA MANSELL
Keyword(s):  
Context Effect ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Kindergarten Children ◽  
Speech Sample ◽  
Expressive Vocabulary ◽  
Language Differences ◽  
Parallel Form ◽  
Assessment Context ◽  
At Home

ABSTRACTNineteen shy, twenty-three middle and twenty-five non-shy junior kindergarten children were assessed at school by an unfamiliar examiner, and at home where their parents administered a parallel form of the expressive and receptive vocabulary tests given at school. A speech sample between the child and parent was also collected at home. Shy children spoke less than non-shy and middle children at home. Additionally, the parents of shy children spoke less than parents of non-shy children. Although there were no language differences between the groups, results showed a context effect for expressive vocabulary, in that all groups of children scored higher at school. The pattern of results suggests that previously observed language differences found between shy and non-shy children are not robust, and that testing children at school does not negatively impact their performance.

scholarly journals Linguistic Analysis of Children’s Speech: A Comparison of Four Procedures

1973 ◽  
Vol 38 (2) ◽  
pp. 240-249 ◽  
Author(s):  
Thomas M. Longhurst ◽  
Trudy A. M. Schrandt
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Language Skills ◽  
Chronological Age ◽  
Tabular Form ◽  
Language Performance ◽  
Language Differences ◽  
Mental Age ◽  
Oral Language Skills ◽  
Children's Speech

The use of four current linguistic procedures for assessing the development of children’s language was investigated. Clinicians need an accurate, reliable, and easily applied procedure to assess language performance that will enable them to prescribe treatment. Two subjects, one advanced and one delayed in language development, were chosen on the basis of their chronological age, mental age, and oral language skills. An examiner collected language samples from the two children and scored them according to instructions for the four procedures. The four procedures were then represented in similar tabular form to facilitate comparison. Each procedure was analyzed for its ease of application, interscorer reliability, ability to discriminate language differences between the two subjects, and ability to describe specifically the differences between the subjects. The procedures using a slot-filler (tagmemic) analysis appeared to handle the language samples most adequately. The authors believe that a renewed interest in basic structural linguistic concepts should prove valuable to the assessment of language development.

scholarly journals Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State

2019 ◽  
Vol 12 (10) ◽  
pp. 29 ◽  
Author(s):  
Matthew Wesley Parsons ◽  
Jenna Min Shim
Keyword(s):  
English Language Learners ◽  
Parental Involvement ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Parental Engagement ◽  
Language Differences ◽  
Rural State ◽  
K 12

This study reports the findings from an exploration of K-12 administrators in a rural state about how they can more effectively engage and involve families of English language learners (ELLs). The guiding questions for this study are: (1) How does the role of administrators influence the engagement and involvement of ELL parents within K-12 education? (2) What can administrators do within their districts specific to their district in order to facilitate ELL parental engagement and involvement? Through an online survey and in-person interviews, the authors focus specifically on the perceived level of engagement of ELL families as it pertains to districts in general and a specific district. Furthermore, preconceived notions of expectations and language differences and the effectiveness of programs currently offered overall throughout the rural state are explored. Finally, the authors offer suggestions on how to better involve and engage ELLs and their families.

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