“What level of cognitive complexity are students operating at,” asks Dr. Chris Moersch, “when using technology in the classroom?” Technology, asserts Dr. Moersch, needs to be used to think and reason. “It doesn’t matter how much money you throw at it (spending on technology) if you’re using it at a low level,” says Dr. Desiree Marks-Arias. “What is the potential for using technology at its highest level?”
Note: This blog entry originally published online at TCEA TechNotes blog – http://www.tcea.org/blog
What an exciting conversation about the English Language Proficiency Standards (ELPS) and technology in the classroom!
Travel back in time with me to Thursday, June 9, 2016, when I had the opportunity to explore a topic that goes to the heart of equity in bilingual/ESL classrooms. That topic is the gap between how we approach teaching and learning in English Language Learner (ELL) Classrooms. Certainly, if you are an ESL/ELL/Dual Language teacher, or you are an administrator responsible for supporting ELL students, you will want to listen to this conversation. Be aware that this podcast is quite long at almost an hour in length.
Listen to TCEA Podcast #3: ELL/ESL Support Gaps
with Dr. Chris Moersch (@lotiguy) and
Dr. Desiree Marks-Arias (email:
Three ESL Support Pillars
To find out more about the Support Pillars, review the Powerpoint and concept paper (links 1 and 2, respectively) in the Links section below.
HEAT Framework and ELPS:
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