This presentation from CABE 2013 provides an overview of EL digital publishing and collaboration goals and some tools that help to meet those needs.

1. Presentation URL

2.  Research  Web 2.0 Tools
 Second language  Fotobabble
acquisition  Voki
▪ Fluency
 Thinglink
▪ Vocabulary
 Google Docs
▪ Syntax
▪ Discourse
 Common Core link

3.  Who you are
 Why you are here
 What appealed to you in the session
description?
 What do you hope to get out of this
session?

4.  Linguistic competence
 Grammar, syntax, vocabulary
 Sociolinguistic competence
 Audience
 Discourse competence
 Conversation, information, argument
 Strategic competence
 Fixing communication breakdowns

5.  Interacting in meaningful ways
 Collaborative
 Interpretive
 Productive
 Learning how English works
 Structuring texts
 Expanding and enriching ideas
 Connecting and condensing ideas

6. Language Development
Oral Written
Fluency Vocabulary Syntax Discourse

7. 6. Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.
7

8. 5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
8

9.  Upload image
 Record your voice

10.  www.fotobabble.com
 Type in URL:
▪ http://goo.gl/k8g05
▪ http://goo.gl/9eYHV
 Click “create”
 Click “allow” to use the microphone
 Click “record” to record your voice!

12.  Makes a still picture “talk”
 Requires microphone
 First person monologue

13.  Students learn better from words and pictures than
from words alone
 Text embedded within or near images is most
effective for vocabulary acquisition
 We have better recall of visual information

17.  Create an account or login with Facebook
 Add images
 Upload
 Facebook
 Flickr
 URL
▪ goo.gl/yHfnG
▪ goo.gl/p7pGD

18.  Use a select number of general academic
words (e.g., author, chart) and
domain‐specific words
(e.g., scene, cell, fraction) to create some
precision while speaking and writing.
 Plan and deliver brief oral presentations on a
variety of topics and content areas.

19.  Contribute to class, group, and partner
discussions by following turn‐taking
rules, asking relevant questions, affirming
others, adding relevant information, and
paraphrasing key ideas.
 Adjust language choices according to
purpose
(e.g., explaining, persuading, entertaining), ta
sk, and audience.

20. NARRATIVE EXPOSITORY
 Tells a story  Explanation of facts
 Familiar structure and concepts
 Recounting  Formal structure
events, invention, retell  Inform, persuade, expl
ing ain
 Informal language  Academic language

21.  Upload or draw
images
 Add text to annotate
 Record voice
 Embed or share link

23.  http://goo.gl/Ab5Cd

24. ORAL LANGUAGE OTHER INTERACTIVE TOOLS
 Fotobabble  ThingLink
 Voki  Story Jumper
 Blabberize  Thinkfinity
 Little Bird Tales  ToonDoo
 VoiceThread  Zooburst
 Screenr  Center for Children &
Technology Image Detective

25. Molly Large mlarge@ctap10.org

26.  American Psychological Association. Monitor on Psychology.
April 2002. <http://apa.org/ monitor/apr02/tech.html >.
 Doolittle, P. (2001). Multimedia Learning: Empirical Results
and Practical Applications.
<http://www.ipfw.edu/as/tohe/2001/Papers/ doo.htm>
 Ginsberg, M. & Wlodkowski, R. (2000). Creating highly
motivating classrooms for all students. San Francisco: Jossey-
Bass.
 Tony Erben, Ph.D. University of Tampa, ELL Success in
Content-area Subjects through Technology. Presentation April
2010.

27.  Prensky, Marc. (2001). Digital Natives, Digital Immigrants.
<http://www.marcprensky.com/ writing>.
 Silver, H., Strong, R., &Perini, M. (2000). So Each May Learn.
Alexandria: ASCD.
 Wolfe, P. (2001). Brain Matters: Translating Research into
Classroom Practice. Alexandria: ASCD.