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Technology-Mediated Learning Environments for Young English LearnersConnections In and Out of School,[object Object],By: Marsha Walker,[object Object]
General Information,[object Object],Published in 2008,[object Object],Edited by L. Leann Parker who is from University of California, Berkeley,[object Object],Intended Audience:  educators,[object Object],Compilation of 7 articles – 2 by editor,[object Object],Each chapter has a reflection done by a different author,[object Object]
Purpose of Book:,[object Object],Intended to help immigrant elementary children to learn English,[object Object],Specifically to develop their Academic English skills,[object Object],Focus on reading skills and promoting competence,[object Object],Attempts to integrate technology as an enhancement to curricula,[object Object]
Chapter 1 – Introduction: Technology-Mediated Learning Environments for Young English Learners,[object Object],By: L. Leann Parker,[object Object],Introduces central issues that led to the creation of the book,[object Object],Mainly ESL learners are not afforded the same opportunities as native speakers due to their limited English knowledge,[object Object],Technologies are not made for SLLs,[object Object],Bases her argument in Sociocultural Theory,[object Object]
Chapter 2 – Technology and Literacy Development of Latino Youth,[object Object],By:  Richard P. Durán,[object Object],Interested in making computer based activities that respect Latino culture and language,[object Object],Spends most of chapter displaying research gaps (i.e. test scores) – specific to Latinos,[object Object],Example activity: Learning vocabulary via Hypermedia (graphics, audio, video, plain text and hyperlinks intertwine to create a generally non-linear medium of information),[object Object]
Chapter 3 – Technology, Literacy, and Young Second Language Learners:  Designing Educational Futures,[object Object],By:  Jim Cummins,[object Object],Interested in creating technology based activities that support reading comprehension, especially in regards to vocabulary development,[object Object],Important to have activities in child’s primary language and English,[object Object],Example Activity:  Have a sister class in which students can exchange in L1 and L2 to create art and literature,[object Object]
Chapter 4 – Developing New Literacies among Multilingual Learners in the Elementary Grades,[object Object],By:  Jill Castek et al,[object Object],Interested in using the internet for online reading comprehension activities,[object Object],Wants students to connect with people in different parts of the world ,[object Object],New literacies:  central to full civic, economic and personal participation in a globalized community that changes as technologies change and are multifaceted,[object Object],Example Activity:  Get Pen Pals,[object Object]
Chapter 5 – Technology and Second Language Learning:  Promises and Problems,[object Object],By:  Yong Zhao and Chun Lai,[object Object],Interested in the role of technology in the learning of oral skills,[object Object],All technology should not be used individually, but collaboratively to complement each other,[object Object],Technologies were not made to teach a second language – educators must remember,[object Object],Example Activity:  Use online translator to define words in L1 and English,[object Object]
Chapter 6 – Technology in Support of Young English Learners in and out of School,[object Object],By:  L. Leann Parker,[object Object],Interested in helping the learners be able to use technology at home,[object Object],Wants to show learners how to use the internet productively; use video games;,[object Object],Claims current technology has limitations because does not emulate naturalistic contexts,[object Object],Example Activity: Play Hangman online,[object Object]
Chapter 7 – Technology Opening Opportunities for ELL Students: Attending to the Linguistic Character of These Students,[object Object],By:  Eugene E. Garciá,[object Object],Interested in English Language Learners and the special needs they bring to the table,[object Object],Interested mostly in bilinguals,[object Object],Supports Computer-Supported Collaborative Learning (CSCL),[object Object],Example Activity:  Present in English with words hyperlinked to Spanish definitions,[object Object]
Critique,[object Object],Missing how to implement technology activities – tells what they are but not how to use them,[object Object],Many words used without being defined (is this supposed to be common knowledge),[object Object],What’s the purpose of reflections? ,[object Object],Most of the chapters focus on past research to support their argument for a “change” needing to happen,[object Object],No real “new” ideas, just use past research projects as provided suggestions for activities,[object Object],Audience extremely specific; not just for educators who want to use technology; for educators who have second language learners (of primarily a Hispanic background that are of low-income, etc.),[object Object]
Who should you read this book?,[object Object],If you plan to teach elementary school with a heavy influx of Latinos,[object Object],If you like extremely research driven concepts,[object Object],If you are looking for a rationale as to why a change needs to occur,[object Object],If you are looking for overall ideas, but do not need explicit directions on how to implement them,[object Object]

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