Building Community through a Technology-Driven Curriculum during COVID-19

Autor/inn/en	Shiau, Mackenzie; Wright, Karensa
Titel	Building Community through a Technology-Driven Curriculum during COVID-19
Quelle	In: COABE Journal: The Resource for Adult Education, 11 (2022) 2, S.179-185 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Adult Education; Educational Technology; Technology Uses in Education; Sense of Community; Adult Students; COVID-19; Pandemics; Instructional Design; Enrollment; Achievement Gains; Florida + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lesson concept; Lessonplan; Unterrichtsentwurf; Einschulung; Achievement gain; Leistungssteigerung
Abstract	This article describes how the shift to a technology-driven curriculum helped build a culture of community amongst teachers and adult learners of an English for speakers of other languages (ESOL) program in South Florida during the COVID-19 pandemic. The ESOL program employed a blend of technology and traditional teaching practices to construct pacing guides, celebration slides, and a strong sense of community. Technology, including Burlington English tools, Google for Education, Kahoot, Smore Newsletter, BrainPop, and Remind, helped build community, digital literacy, and English proficiency. (As Provided).
Anmerkungen	Coalition on Adult Basic Education. PO Box 1820 Cicero, NY 13039. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: https://coabe.org/coabe-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01