Education Technology in the Inclusive Language Classroom

TECHNOLOGY ENHANCED INCLUSIVE LESSONS

BY USING

NEWSPAPER GENERATOR

( AND OTHER TOOLS)

BY Analía Seri

School: Bilingual school

Class: 6th form

Age: 11 / 12 years old

Time Allotted: 60 minutes

Communicative Goal: Identifying and describing traditional dishes from different European countries.

Understanding the cultural significance of the dishes.

Vocabulary Focus: Naming European dishes and new names of food.

Recycled Language: European Countries.

Food names.

The activity will take place in Lab classroom in order that every student can work with a computer.

WARM: (15 minutes)

The teacher will introduce a short video about European dishes, which will be projected on the board or whiteboard. The use of technology will let the teacher activate subtitles in case any student has auditory disability or the subtitles help them understand the video more clearly so it will make the lesson more inclusive.

https://youtu.be/J0_YBqpPZT0?si=v3DRwi2zZI5Y5DRx

After watching the video, the teacher and the students will discuss the importance of food in the countries culture and how it reflects their geography and traditions. After watching the video, the teacher and the students will discuss the importance of food in the countries culture and how it reflects their geography and traditions. Every student will raise their hand in order to speak in a tidy way in order that the class become more inclusive for learners who have difficulties to speak.

Some points to discuss:

· Compare traditional European dishes and modern tastes and preferences. Do you think they are similar or different?

· Can you notice any ingredient in common in more than one dish? What are they?

· Discuss ingredients and preparation methods. Which ones are consumed hot and which ones at room temprature?

· Encourage students to share any experiences they may have with European food.

WEB: (40 minutes)

Activity 1:

Individually, students will play a Quizlet in the computers. They will use the game in this order: the cards, the quiz and finally the combining game. If any student needs some help, they can do the activity with a peer in collaborative work. The use of technology will give the students the opportunity to play the game at their own pace making the activity more inclusive for students who need more time to do the activity for example students who suffer from dyslexia. If any student needs some help, they can do the activity with a peer in a collaborative way to make the activity easier.

https://quizlet.com/ar/836227675/traditional-european-dishes-flash-cards/?i=2456ax&x=1qqt

1ST. CARDS

2ND. QUIZ

3RD. QUIZ

Activity 2:

Teacher will divide the class into 12 groups and students will work collaboratively and the teacher will choose a leader to organise the activity. This will make the class more inclusive for students with ASD fostering interaction and communication skills.

Teacher will introduce SpinThe Wheel to assign every group a country to work in. https://puzzel.org/es/wheel-of-fortune/play?p=-NgFlPw5QEiCyUEDuNt2

SpinThe Wheel QR

Every group has to use the tool Newspaper Generator to write a short article in which they will pretend to have gone to a restaurant in the country to which the dish corresponds and they will tell what experience they had eating there and their opinion of the dish. They will write about the ingredients the dish is made from. Teacher will advise them to prepare a draft before writing the final product. Teacher will explain how to use the tool before students start working on the activity. The inclusion of written and visual elements helps students with diverse learning skills and the structured writing environment helps learners with ADD stay focused and organized while working in their articles.

https://newspaper.jaguarpaw.co.uk/

WHAT’S NEXT: (5 minutes)

The class will be divided into 2 groups. Teacher will project the crossword and will ask every group to answer in turns. In case one group doesn´t know the answer or answers wrongly, the following group will answer. The group which didn’t answer or answered wrongly will have a new opportunity to play. They will give learners a second chance and ensures that they are not discouraged by mistakes. This supports a growth mindset where students feel safe to make errors and learn from them.

https://crosswordlabs.com/embed/traditional-european-dishes

APPLYING FRAMEWORKS:

1) Bloom’s Digital Taxonomy Framework:

"The purpose of Bloom’s Digital Taxonomy is to inform instructors of how to use technology and digital tools to facilitate student learning experiences and outcomes." It aims, “To expand upon the skills associated with each level as technology becomes a more ingrained essential part of learning.” (Obliagel Sneed May 9, 2016). Emphasizing that tools should serve as vehicles for transforming students thinking, not ends in themselves, the adapted taxonomy provides levels and relevant descriptions.

Bloom's Digital Taxonomy guides instructors in using for effective student learning outcomes. It emphasizes the integration of technology as an essential part of learning, focusing on tools as vehicles for transforming student thinking. The adapted taxonomy outlines levels, offers relevant descriptions, and provides examples of digital tools aligned with this framework.

Aligning with Bloom's Revised Taxonomy is crucial for designing online learning activities that meet our students'needs. Bloom's Digital Taxonomy serves as a guide for navigating various digital tools, aiding us in selecting tools aligned with the desire learning experiences. The choice of a digital activity depends on its difficulty level, linked to the cognitive levels outkined in Bloom's Revised Taxonomy. Understanding the situated nature of knowledge helps instructors match the right tool to specific learning goals, considering the activity, context, and cultural aspects of knowledge development.

This lesson fulfills the requirements of Bloom’s Digital Taxonomy by incorporating various levels of cognitive skills, from LOT skills (Remembering and Understanding) to HOT skills (Applying, Evaluating and Creating).

Levels of cognitive skills and their uses in the lesson plan.

WARM: (Remembering and Understanding):

Video Introduction

WEB: (Understanding, Applying, Analyzing, Creating):

Quizlet

Newspaper Generator

WHAT’S MORE: (Evaluating)

Crossword activity

2) Digital competence European framework

The European Framework for Digital Competence Educators (DigCompEdu) is a robust framework outlining the digital competence of educators across various educational levels in Europe. Scientifically grounded, it serves as a general reference for cultivating educator-specific digital skills. Designed for educators in diverse settings, from early childhood to adult and non-formal education, it spans general, vocational, and special needs education, providing a comprehensive guide for digital competency development.

DigCompEdu outlines 22 competences categorized into six areas, with an emphasis on more than just technical skills. The framework primary goal articulate how digital technologies can be effectively leveraged to enhance and innovate education and training practices.

This lesson aligns well with several key competences outlined in the Digital Competence Framework for Citizens. It integrates digital tools.

Professional engagement- video introduction.

Teaching and learning- make and answer questions, discussion about cultural influences and sharing personal experiences can contribute students’ understanding of their digital and how they relate to culture.

Digital resources-using digital tools to create articles, digital activities in Quizlet.

Assessment-completing the crossword requires to think critically

Facilitating learners' digital competence-the platforms used in this lesson expose students to different digital technologies.

Empowering learners-encouraging learners to collaborate, learn from mistakes and engage in discussions fosters a mindset of lifelong learning.

Newspaper Generator tutorial (Tool used by a peer in Part 1)

Enter this link:

https://newspaper.jaguarpaw.co.uk/

You'll find this page ⬇️

Step 1: Write in every box the information required:

-The name of the newspaper. For instance, "The guardian".

-The title of your news. For example, "An incredible dish".

-Author, the writer's name: For example, your name (in this case my name).

Step 2: You can add a picture as a file in the box "select file".

Step 3: In the text box, write the body of the article.

Step 4: Click on "make it"

Step 5: You 'll have your article ready!!!!!!

Benefit of using Newspaper Generator in this activity:

Enhance creativity by enabling them to experiment with different layouts and fonts. Improve Writing skills. Digital literacy, using online tools helps students become more digital literate. Multimodal learning, combining text and visuals to communicate their ideas effectively.

How does this tool foster inclusion?

Cultural awareness: it encourages students to explore and appreciate diverse cultures promoting cultural awareness.

Inclusive Group work: it fosters collaboration and teamwork.

Supporting Special Educational Needs (SEN):

Dyslexia: Clear formatting and visual elements can help learners organize their thoughts and content more easily.

Visual impairments: Adjustable font sizes and compatibility screen readers, make it accessible for students with visual impairments.

Attention Deficit Disorders: its user-friendly interface help students maintain focus and stay organized while creating articles.

Autism Spectrum Disorders: It is engaging for students on the autism spectrum. It provides clear structure for communication.

REFERENCES:

Adapting to meet diverse needs in ELT. (2018).

https://drive.google.com/drive/u/0/folders/1szz6vQNyeF3Lo2rh1H6OhHJhZdMbSBim.

Marie Delaney: Special Educational Needs. (2016). https://www.amazon.com/-/es/Marie-Delaney/dp/019420037X.

https://www.amazon.com/-/es/Marie-Delaney/dp/019420037X

Redecker, C. (2017) JRC SCIENCE FOR POLICY REPORT. European Framework for the Digital Competence of Educators. DigCompEdu. in

https://joint-research-centre.ec.europa.eu/digcompedu_en

Vuorikari, R., Kluzer, S. & Punie, Y. (2022) DigComp 2.2. The Digital Competence Framework for Citizens. With new examples of knowledge, skills and attitudes. In: https://publications.jrc.ec.europa.eu/repository/handle/JRC128415

Sneed, O. (2020b, March 17). Integrating Technology with Bloom’s Taxonomy - Teach Online. Teach Online. https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/

Staff, T. (2022b). Bloom’s Digital Taxonomy Verbs For 21st Century Students. TeachThought.

https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs/

The Technology Driven Student: How to Apply Bloom’s Revised Taxonomy to the Digital Generations. (2017, March). http://jespnet.com/journals/Vol_4_No_1_March_2017/4.pdf.

TO READ MORE ABOUT MY WORK:

https://sites.google.com/view/analiactplt/inicio

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