Hardware Fair 2008

TESOL CALL IS Electronic Village

Hardware Fair 2008

Event Coordinators: Greg Kessler, Dawn Bikowski & Randall Davis

1
Stephanie Buechele, Ohio University

Flip Video Flip Video is a new type of video camera which allows you to directly import the video you record to your computer and upload it to the internet. This camera has many uses in the language classroom as both teachers and students can use it for a variety of tasks such as recording presentations, pronunciation practice, or creating various exercises. Importing the video to your computer is quick and simple and from there can either be edited in a video-editing program such as iMovie or MovieMaker or directly uploaded to the internet to websites such as YouTube where your students can access the material from anywhere.

2
Siobhan Dalrymple,Woodridge Elementary School, Prince George's County Public Schools

Hands on Learning with Promethian Boards Promethean Boards and Activstudio Software are used to create hands-on, interactive lessons. Students are able to take a Word document (cut and pasted into a Promethean "flipchart") and use virtual highlighters and pens to identify parts of the text they do not understand or have questions about and make notes on them. Teachers can also create selected-response (multiple choice) questions which students answer as a group; their responses are displayed on the screen to give teachers immediate feedback. Teachers can also create graphic organizers with pictures or words; students manipulate objects for drag-and-drop and sorting activities. It is easy to save students' work and/ or re-set a document for re-use with multiple groups of students. The main weaknesses of Activstudio are that it can be rather "particular" about the commands used, and that nothing created in Activstudio can be imported to another program in its original form. The presenter will demonstrate how Promethean Boards can be used in the elementary classroom and discuss how to modify the activities for other levels.

3
Randall Davis & Amy Delis, University of Utah

Creating Digital Voice Journals for Self-Assessment For many ESL/EFL students, figuring out why they are not making progress in their learning is a real roadblock to continued success in the language classroom. However, teachers can help students identify their language problems (pronunciation, grammar, sociolinguistics, and vocabulary development) and then correct their problematic areas by blending a variety of electronic tools with a carefully-planned learning approach and a self-study rubric. In this session, the presenters will discuss how they try to accomplish these goals by demonstrating the use of digital voice recorders, cassette players, and MP3 devices in sound pedagogical ways. Rather than focus on high-end expensive devices, the presenters will gear the presentation to meet the needs of all teachers, especially for those on limited budgets, following what he calls the “Less-is-More” principle.

4 Mike Dombroski, Ohio University
Using GPS Devices to Teach English The Global Positioning System(GPS) is a series of satellites orbiting the earth that allow users to locate their position anywhere in the world. By using a GPS receiver, users can find their position in relationship to an object, city, road or other physical feature on a map. There are many ways that you can use GPS receivers to have students learn English, but one of the more enjoyable would be to use it in conjunction with an activity called geocaching. Geocaching is much like a treasure hunt, except you use the receiver to help you locate the "treasure". There are approximately half a million geocaches located throughout the world and chances are that you have some near your location. These geocaches are free to find, and your students can even create and submit their own if they wish. We will see how we can use the receivers and geocaching to plan activities for your students. Geocaching will also help your students with team building and navigation skills,as well as allowing them to learn more about the area in which they live. This can be used with most ages and levels of students.

5
Parvanak(Pary) Fassihi, CELOP- Boston University

Clickers: Student Response Systems in the Adult ESL Classroom Student Response Systems (SRS) are known to increase student achievement across a variety of grade levels in subjects such as math and physics. Each student uses a small remote device, similar to a television remote control, to respond to multiple-choice and true/ false questions posed by the teacher. The SRS hardware and software components instantaneously collect and display student responses in class. Students are able to see the overall results of their responses as pie charts or bar graphs that become instantaneously available to both teacher and students, projected from an LCD panel. The device has been adopted in many universities in the sciences. Based on a study of their use in ESL classes, I will show how they may be used to teach a variety of language skills and knowledge, especially vocabulary and grammar. Students use the SRS to vote for answers in a variety of formats, including highly interactive game show' formats. This presentation will provide tips, sample lesson plans and game shows to help adult ESL teachers of all levels incorporate the SRS into their instruction.

6
Susan Gaer, Santa Ana College School of Continuing Education

Using Interactive Whiteboards The presenter will use show how interactive white boards can be used with beginning level ESL students. Participants will also be shown how software delivered with the boards can be used with students. http://smarttech.com/

7 John Madden, St. Cloud State University
Exploring the XO laptop What could English teachers in the developing world, or developed world, do with an inexpensive laptop? Come discuss the XO laptop. The XO is a small, tough laptop intended for children that uses open-source software, wireless networking, and flash memory in place of a hard drive. Software supports writing, fine arts, computer programming, and web browsing. Hardware includes basic game controls along with typical laptop features. While intended to support general learning, including language learning, in the third world, the XO and devices like it raise interesting possibilities for language teachers everywhere. The XO can accept input from a late-model USB keyboard or USB drive, can access a standard U.S-based on-line course, and can do this for a fraction of the cost of a standard laptop. On the other hand, recent media accounts and the OLPC foundation note that support for teachers is currently limited. The presenter will share what he has learned from exploring and reading about the XO laptop and encourage discussion about how small, inexpensive, innovative, laptops might change our approach to language teaching and learning. http://wiki.laptop.org/go/Main_Page http://www.laptop.org/en/index.shtml

8
Elba Mendez, Benemérita Universidad Autónoma de Puebla

Cell phones are also voice recorders: Use them for language learning! Many cell phones my EFL university students own display a voice recording tool. I have encouraged them to use it for ‘oral projects’ out of class. Voice recording for EFL purposes may now be possible almost anytime and anywhere. Using their cell phones as recording devices, university students can meet to do a short recording task in the ten minute break they have between classes. They can also choose a hall, a green area or a quiet corner in a room to record. Short audio files, less heavy than video files and images, are easily stored and in their phones. These files can later be ‘handed in’ to the teacher via blue tooth, e-mail, memory sticks/cards or CDs. Some adult learners and children may not have very sophisticated cell phones, though. Also, many learners may not be that familiar with the suggested formats to ‘hand in’ recordings. However, they can still use other portable technologies such as MP3 and digital players, IPods and even toys. Learners of almost any age and level of proficiency can be asked to record their own voices to develop specific areas of foreign language learning.

9
Cynthia Minniear, Ohio University

Use of Video in an Intensive English Program Videos are powerful tools in helping English language learners improve their communication skills. They provide the learner with content, context, and language needed to raise awareness of their L2 skills. Recording videos of student presentations play an increased role in providing EFL instruction to students in the classroom as well as in self-study situations. On a weekly basis students are videotaped while engaging in paired dialogues to practice EFL communication skills. The video clips are shared individually using iMovie to evaluate personal strengths and weaknesses of oral/aural communication skills. Regardless of the quality and sophistication of video-recorded presentations, when used in the EFL classroom, the teacher’s guidance and feedback are key in facilitating this medium to improve English language learners’ communication skills and knowledge of their language errors.

10
Alla Radu & Liliya Kuznetsova, Ivan Franko National University of Lviv, Ukraine

Students' Films in EFL Learning The film project has been an effective and enjoyable self-study tool in our students' English learning practice. This demonstration presents the films, created, designed, and produced by our students. The work on this creative project extends communication between teacher and student, focuses on students' language and technical skills, develops students' creativity, and teaches them planning, proper organization, and team collaboration. The films' presentation becomes the festival of English and students' creativity.

11 Eve Ribeiro, Prince George's County public schools
Clickers for improved classroom management The presenter will demonstrate and guide the use of CPS (Classroom Performance System), or clickers, as it is popularly known. In a matter of seconds, teacher and students can interactively assess comprehension of content materials. It can also be used for classroom management. Clickers are usually used to test academic performance. Yet, there are a variety of ways to be applied in classroom management. The presenter will share some ideas on how to use it for grouping and checking instructions. This application is recommended to any class size, but particularly to large ones, where management can be frustrating to teachers and students alike.

12 Sandy Wagner, Defense Language Institute
Tablet PC: Exploring the Possibilities for Language Learning Tablet PC offers the functionality of a laptop computer with additonal features and software that widen the scope of applications for language learning. With its "digital ink" capability, programs such as MS Word and PowerPoint transform into interactive and "on demand" teaching and learning tools. Strenghs of Tablet PCs include instant access to Internet materials, document sharing, recording/playback, note taking, and lightweight portability. Programs such as One Note provide an organizational and collaboration tool, notesharing, sound and image files. The TIP (Text Input Panel)allows users to enter text usng a keyboard a stylus to handwrite text. Weaknesses include: software that has been loaded in the Tablet, variety of models with different features, limitation of languages recognized in the TIP, learning curve in getting started and utilizing the functionalities of programs. Because of the pen and ink feature which works the same as SMART Board, Tablet PCs must be calibrated each time user logs on to the computer. Other limitations are specific for each program; however the functionality and uses outweigh any weaknesses and limitations. Tablet PC is appropriate for learners who are comfortable using computers, at all levels of instruction. Recommendation is for high school to adult learners.

13 Paige Ware, Southern Methodist University
Bringing the classroom into the classroom This presentation demonstrates the use of iPod nanos coupled together with voice recording attachments in teacher education courses. In-service and pre-service teachers of English as a second and foreign language often need feedback on their use of classroom strategies such as “modifying the input” and “slowing speech delivery.” Although such terms are straightforward in theory, in practice teachers tend to resort to more familiar speech patterns. The handheld technology of iPod nanos and voice recording attachments can allow teachers to digitally record their classroom lectures and subsequently share these clips in their teacher education courses. Bringing the “classroom into the classroom” in this way allows for active reflection and critique among peers. The major strengths of this particular voice recording software are efficiency and ease of file sharing. Unlike many voice recorders, this combination does not require proprietary software for downloading and converting. Teachers can easily and unobtrusively put an iPod in their shirt pocket as they lecture. The main weakness is the cost. This particular use of technology is particularly well suited for teacher education courses of all ESL and EFL students.

14 Christopher Wilson, The Brooklyn International High School
Student Self-Evaluation in the Digital Realm I am offering the Fair a 20-25 minute compilation of Student produced Media Arts video portfolios. This video work is part of the students' Graduation Requirements. It is an opportunity for the students to reflect on their arrival in the USA and their subsequent learning of English, (indeed, on their entire education as a whole) as well as a response to issues arising from their living in this new cultural milieu. Last year I designed a project that combined the students' Media Arts studies with this "Self-Evaluation". Students created videos that explored their personal "journey", both metaphorically and literally (ALL our students are recent immigrants) as well as the students' relationship to contemporary societal issues. These projects were made using video and still cameras, and edited in iMovie. Some students incorporated graphics they had made using Flash MX animation and Photoshop software. Garageband and ProTools applications were used for voice-overs and background music. I would also offer examples of work completed this semester with Grade 9 and 10 students in which they attempt to answer the question: "What is it like to arrive in the United States with no English?" This work utilizes Claymation/collage/digital photography and narration.

15 David Winet, StudyCom/California State University
ESL by Cell! Extending learning beyond the internet.... Online teaching has freed students and teachers from the limitations of the traditional classroom. Now teaching by cellphone/PDA will free them from the computer and make education truly mobile, truly inserted into students' daily lives, thereby transforming L2 learning into much more of an organic, natural process like learning one's first language. Teaching by internet is well established, but teaching by cellphone/PDA is not. We at Study.Com have begun sending lessons out to students' cellphones all over the world, for free, using Yahoo Messenger and other tools adapted to that method of delivery. The presentation will show teachers how they can easily add cellphone delivery to their arsenal of teaching tools.

16 Rita Zeinstejer, Asociación Rosarina de Cultura Inglesa
The Serendipity Project: using an mp3 player in the classroom Today students are seen everywhere carrying portable devices which allow them to listen to music, converse with friends, communicate via SMS messages. Podcasting having experienced phenomenal growth in the past year, bloggers have been linking recorded audio files to their blogs. However, when students introduce something new, the teacher has a tendency to remove it, prohibit it, or confiscate it. This presentation will showcase the fun that is added to language learning by allowing students of English in Argentina to use the target language in meaningful, enjoyable situations. It will describe how by participating in an audioblog, and by using an mp3 player in the classroom to record personal stories, learners have realized that the language they have been studying from books for around ten years now is the tool that enables them to connect with likeminded people anywhere in the world, both through text and through voice. The “Serendipity Project” and “tagging” have enriched my students´ English by meeting other students online, as they have chronicled their experiences in their classblog.

1	Stephanie Buechele, Ohio University	Flip Video Flip Video is a new type of video camera which allows you to directly import the video you record to your computer and upload it to the internet. This camera has many uses in the language classroom as both teachers and students can use it for a variety of tasks such as recording presentations, pronunciation practice, or creating various exercises. Importing the video to your computer is quick and simple and from there can either be edited in a video-editing program such as iMovie or MovieMaker or directly uploaded to the internet to websites such as YouTube where your students can access the material from anywhere.
2	Siobhan Dalrymple,Woodridge Elementary School, Prince George's County Public Schools	Hands on Learning with Promethian Boards Promethean Boards and Activstudio Software are used to create hands-on, interactive lessons. Students are able to take a Word document (cut and pasted into a Promethean "flipchart") and use virtual highlighters and pens to identify parts of the text they do not understand or have questions about and make notes on them. Teachers can also create selected-response (multiple choice) questions which students answer as a group; their responses are displayed on the screen to give teachers immediate feedback. Teachers can also create graphic organizers with pictures or words; students manipulate objects for drag-and-drop and sorting activities. It is easy to save students' work and/ or re-set a document for re-use with multiple groups of students. The main weaknesses of Activstudio are that it can be rather "particular" about the commands used, and that nothing created in Activstudio can be imported to another program in its original form. The presenter will demonstrate how Promethean Boards can be used in the elementary classroom and discuss how to modify the activities for other levels.
3	Randall Davis & Amy Delis, University of Utah	Creating Digital Voice Journals for Self-Assessment For many ESL/EFL students, figuring out why they are not making progress in their learning is a real roadblock to continued success in the language classroom. However, teachers can help students identify their language problems (pronunciation, grammar, sociolinguistics, and vocabulary development) and then correct their problematic areas by blending a variety of electronic tools with a carefully-planned learning approach and a self-study rubric. In this session, the presenters will discuss how they try to accomplish these goals by demonstrating the use of digital voice recorders, cassette players, and MP3 devices in sound pedagogical ways. Rather than focus on high-end expensive devices, the presenters will gear the presentation to meet the needs of all teachers, especially for those on limited budgets, following what he calls the “Less-is-More” principle.
4	Mike Dombroski, Ohio University	Using GPS Devices to Teach English The Global Positioning System(GPS) is a series of satellites orbiting the earth that allow users to locate their position anywhere in the world. By using a GPS receiver, users can find their position in relationship to an object, city, road or other physical feature on a map. There are many ways that you can use GPS receivers to have students learn English, but one of the more enjoyable would be to use it in conjunction with an activity called geocaching. Geocaching is much like a treasure hunt, except you use the receiver to help you locate the "treasure". There are approximately half a million geocaches located throughout the world and chances are that you have some near your location. These geocaches are free to find, and your students can even create and submit their own if they wish. We will see how we can use the receivers and geocaching to plan activities for your students. Geocaching will also help your students with team building and navigation skills,as well as allowing them to learn more about the area in which they live. This can be used with most ages and levels of students.
5	Parvanak(Pary) Fassihi, CELOP- Boston University	Clickers: Student Response Systems in the Adult ESL Classroom Student Response Systems (SRS) are known to increase student achievement across a variety of grade levels in subjects such as math and physics. Each student uses a small remote device, similar to a television remote control, to respond to multiple-choice and true/ false questions posed by the teacher. The SRS hardware and software components instantaneously collect and display student responses in class. Students are able to see the overall results of their responses as pie charts or bar graphs that become instantaneously available to both teacher and students, projected from an LCD panel. The device has been adopted in many universities in the sciences. Based on a study of their use in ESL classes, I will show how they may be used to teach a variety of language skills and knowledge, especially vocabulary and grammar. Students use the SRS to vote for answers in a variety of formats, including highly interactive game show' formats. This presentation will provide tips, sample lesson plans and game shows to help adult ESL teachers of all levels incorporate the SRS into their instruction.
6	Susan Gaer, Santa Ana College School of Continuing Education	Using Interactive Whiteboards The presenter will use show how interactive white boards can be used with beginning level ESL students. Participants will also be shown how software delivered with the boards can be used with students. http://smarttech.com/
7	John Madden, St. Cloud State University	Exploring the XO laptop What could English teachers in the developing world, or developed world, do with an inexpensive laptop? Come discuss the XO laptop. The XO is a small, tough laptop intended for children that uses open-source software, wireless networking, and flash memory in place of a hard drive. Software supports writing, fine arts, computer programming, and web browsing. Hardware includes basic game controls along with typical laptop features. While intended to support general learning, including language learning, in the third world, the XO and devices like it raise interesting possibilities for language teachers everywhere. The XO can accept input from a late-model USB keyboard or USB drive, can access a standard U.S-based on-line course, and can do this for a fraction of the cost of a standard laptop. On the other hand, recent media accounts and the OLPC foundation note that support for teachers is currently limited. The presenter will share what he has learned from exploring and reading about the XO laptop and encourage discussion about how small, inexpensive, innovative, laptops might change our approach to language teaching and learning. http://wiki.laptop.org/go/Main_Page http://www.laptop.org/en/index.shtml
8	Elba Mendez, Benemérita Universidad Autónoma de Puebla	Cell phones are also voice recorders: Use them for language learning! Many cell phones my EFL university students own display a voice recording tool. I have encouraged them to use it for ‘oral projects’ out of class. Voice recording for EFL purposes may now be possible almost anytime and anywhere. Using their cell phones as recording devices, university students can meet to do a short recording task in the ten minute break they have between classes. They can also choose a hall, a green area or a quiet corner in a room to record. Short audio files, less heavy than video files and images, are easily stored and in their phones. These files can later be ‘handed in’ to the teacher via blue tooth, e-mail, memory sticks/cards or CDs. Some adult learners and children may not have very sophisticated cell phones, though. Also, many learners may not be that familiar with the suggested formats to ‘hand in’ recordings. However, they can still use other portable technologies such as MP3 and digital players, IPods and even toys. Learners of almost any age and level of proficiency can be asked to record their own voices to develop specific areas of foreign language learning.
9	Cynthia Minniear, Ohio University	Use of Video in an Intensive English Program Videos are powerful tools in helping English language learners improve their communication skills. They provide the learner with content, context, and language needed to raise awareness of their L2 skills. Recording videos of student presentations play an increased role in providing EFL instruction to students in the classroom as well as in self-study situations. On a weekly basis students are videotaped while engaging in paired dialogues to practice EFL communication skills. The video clips are shared individually using iMovie to evaluate personal strengths and weaknesses of oral/aural communication skills. Regardless of the quality and sophistication of video-recorded presentations, when used in the EFL classroom, the teacher’s guidance and feedback are key in facilitating this medium to improve English language learners’ communication skills and knowledge of their language errors.
10	Alla Radu & Liliya Kuznetsova, Ivan Franko National University of Lviv, Ukraine	Students' Films in EFL Learning The film project has been an effective and enjoyable self-study tool in our students' English learning practice. This demonstration presents the films, created, designed, and produced by our students. The work on this creative project extends communication between teacher and student, focuses on students' language and technical skills, develops students' creativity, and teaches them planning, proper organization, and team collaboration. The films' presentation becomes the festival of English and students' creativity.
11	Eve Ribeiro, Prince George's County public schools	Clickers for improved classroom management The presenter will demonstrate and guide the use of CPS (Classroom Performance System), or clickers, as it is popularly known. In a matter of seconds, teacher and students can interactively assess comprehension of content materials. It can also be used for classroom management. Clickers are usually used to test academic performance. Yet, there are a variety of ways to be applied in classroom management. The presenter will share some ideas on how to use it for grouping and checking instructions. This application is recommended to any class size, but particularly to large ones, where management can be frustrating to teachers and students alike.
12	Sandy Wagner, Defense Language Institute	Tablet PC: Exploring the Possibilities for Language Learning Tablet PC offers the functionality of a laptop computer with additonal features and software that widen the scope of applications for language learning. With its "digital ink" capability, programs such as MS Word and PowerPoint transform into interactive and "on demand" teaching and learning tools. Strenghs of Tablet PCs include instant access to Internet materials, document sharing, recording/playback, note taking, and lightweight portability. Programs such as One Note provide an organizational and collaboration tool, notesharing, sound and image files. The TIP (Text Input Panel)allows users to enter text usng a keyboard a stylus to handwrite text. Weaknesses include: software that has been loaded in the Tablet, variety of models with different features, limitation of languages recognized in the TIP, learning curve in getting started and utilizing the functionalities of programs. Because of the pen and ink feature which works the same as SMART Board, Tablet PCs must be calibrated each time user logs on to the computer. Other limitations are specific for each program; however the functionality and uses outweigh any weaknesses and limitations. Tablet PC is appropriate for learners who are comfortable using computers, at all levels of instruction. Recommendation is for high school to adult learners.
13	Paige Ware, Southern Methodist University	Bringing the classroom into the classroom This presentation demonstrates the use of iPod nanos coupled together with voice recording attachments in teacher education courses. In-service and pre-service teachers of English as a second and foreign language often need feedback on their use of classroom strategies such as “modifying the input” and “slowing speech delivery.” Although such terms are straightforward in theory, in practice teachers tend to resort to more familiar speech patterns. The handheld technology of iPod nanos and voice recording attachments can allow teachers to digitally record their classroom lectures and subsequently share these clips in their teacher education courses. Bringing the “classroom into the classroom” in this way allows for active reflection and critique among peers. The major strengths of this particular voice recording software are efficiency and ease of file sharing. Unlike many voice recorders, this combination does not require proprietary software for downloading and converting. Teachers can easily and unobtrusively put an iPod in their shirt pocket as they lecture. The main weakness is the cost. This particular use of technology is particularly well suited for teacher education courses of all ESL and EFL students.
14	Christopher Wilson, The Brooklyn International High School	Student Self-Evaluation in the Digital Realm I am offering the Fair a 20-25 minute compilation of Student produced Media Arts video portfolios. This video work is part of the students' Graduation Requirements. It is an opportunity for the students to reflect on their arrival in the USA and their subsequent learning of English, (indeed, on their entire education as a whole) as well as a response to issues arising from their living in this new cultural milieu. Last year I designed a project that combined the students' Media Arts studies with this "Self-Evaluation". Students created videos that explored their personal "journey", both metaphorically and literally (ALL our students are recent immigrants) as well as the students' relationship to contemporary societal issues. These projects were made using video and still cameras, and edited in iMovie. Some students incorporated graphics they had made using Flash MX animation and Photoshop software. Garageband and ProTools applications were used for voice-overs and background music. I would also offer examples of work completed this semester with Grade 9 and 10 students in which they attempt to answer the question: "What is it like to arrive in the United States with no English?" This work utilizes Claymation/collage/digital photography and narration.
15	David Winet, StudyCom/California State University	ESL by Cell! Extending learning beyond the internet.... Online teaching has freed students and teachers from the limitations of the traditional classroom. Now teaching by cellphone/PDA will free them from the computer and make education truly mobile, truly inserted into students' daily lives, thereby transforming L2 learning into much more of an organic, natural process like learning one's first language. Teaching by internet is well established, but teaching by cellphone/PDA is not. We at Study.Com have begun sending lessons out to students' cellphones all over the world, for free, using Yahoo Messenger and other tools adapted to that method of delivery. The presentation will show teachers how they can easily add cellphone delivery to their arsenal of teaching tools.
16	Rita Zeinstejer, Asociación Rosarina de Cultura Inglesa	The Serendipity Project: using an mp3 player in the classroom Today students are seen everywhere carrying portable devices which allow them to listen to music, converse with friends, communicate via SMS messages. Podcasting having experienced phenomenal growth in the past year, bloggers have been linking recorded audio files to their blogs. However, when students introduce something new, the teacher has a tendency to remove it, prohibit it, or confiscate it. This presentation will showcase the fun that is added to language learning by allowing students of English in Argentina to use the target language in meaningful, enjoyable situations. It will describe how by participating in an audioblog, and by using an mp3 player in the classroom to record personal stories, learners have realized that the language they have been studying from books for around ten years now is the tool that enables them to connect with likeminded people anywhere in the world, both through text and through voice. The “Serendipity Project” and “tagging” have enriched my students´ English by meeting other students online, as they have chronicled their experiences in their classblog.