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Supporting Young Learners with Technology 

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Supporting Young Learners with Technology 

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Through videos and interactive online tasks, early elementary students can increase fluency and build vocabulary.

Cavan Images / Alamy Stock Photo

Since late August, I have been teaching hybrid, early elementary students who are learning English. Transitioning into a hybrid environment has been challenging and created a new learning curve for both educators and students.

Within our hybrid setting, students are split into two groups. They attend school for in-person learning two days a week, and teachers and students all have virtual learning one day a week. In the hybrid learning environment, I am able to teach, model, and introduce the new content vocabulary and language skills to my students face-to-face. Then, during remote learning days, my students are asked to complete engaging and interactive virtual tasks to show what they know and demonstrate their understanding of the new content.

Our district's one-to-one technology program has made a big difference for my students in our Title I school, as my early learners are equipped with iPads to use both in class and at home. Through these devices, I'm able to foster communication skills that support the language domains of reading, writing, speaking, and listening, as well as the academic standards that accompany them within the hybrid setting. Our technology allows me to collect evidence to keep track of my students' continuous development and growth.

Our iPads not only support students' creation and engagement within the hybrid learning tasks but also enhance communication between teachers and parents, which contributes to the students' academic success. Educators and parents are able to come together virtually with the devices and monitor the students' progress and development. In creating assignments for my students to complete during their remote days, I rely greatly on the gradual release model. With this teaching technique, I'm able to model and introduce new content during our face-to-face learning. Students and I are able to practice the skill together in class, and then during remote days students are asked to use the new skill independently to demonstrate understanding.

One of the advantages of using this technology during hybrid learning is that I'm easily able to differentiate and provide proper supports for my students. For example, I can create teaching videos for students to watch as many times as needed to understand content. I can record videos of myself reading a story, which allows students to watch them as often as needed when completing virtual tasks. Using my Memoji on my iPhone allows me to make engaging and fun videos of myself explaining directions. Recording and adding a simple audio recording of myself speaking enables students to hear vocabulary words read aloud or explanations of their definitions.

I have taught my students how to use the iPad's dictation accessibility feature to type their answers to questions as well as how to highlight text on the iPad and choose the speak selection accessibility feature to hear words read aloud. This is a great support when students are asked to practice their fluency skills and they are unsure of how to pronounce the words in front of them. I can add pictures, animations, or images to the task to support learning new content vocabulary words or understanding new concepts.

Engaging Lessons and Activities Foster Better Communication

With the Apple Clips app, I created a weekly flipped learning videos series titled "iCan with Clips." In these videos, parents and students can see and hear me demonstrate and explain new literacy skills. I chose to use the Apple Clips app to create my videos because the live titles feature, similar to closed captions, allows students and families to read Spanish subtitles to support understanding the new concept.

This app also allows me to add fun background music, emojis, filters, and digital posters. The gradual release model is embedded within these videos, so as the students watch me model the lesson, they're asked to try it with me on the iPad. They are then prompted to complete the task independently pencil-to-paper or create their own learning video to share with me on Seesaw.

I have also enjoyed creating interactive multimodal activity books to support the new content vocabulary units and literacy skills we're learning. (My free iBook explains how to create one.) Using the book template in the Apple Pages app, students are able to show what they know within the digital books during their weekly remote learning days. Within these books, I can reinforce what we have learned together in class, and then students complete differentiated tasks throughout the activity book using the iPad's features and tools such as the camera, video, audio, and drawing.

Students are also asked to use manipulatives and resources in their homes in personalized activities. When we return the following week to learn together in class, I am able to collect and assess the students' activity books to have a better understanding of how their academic skills are developing. Each book is equipped with a teacher rubric to use in assessing the book to allow parents and students to talk and take note of the child's progress or need for remediation on certain skills.

Create a scene with your toys, and write about it with pencil and paper. Take a picture of your paper, and share it with me on your device.

Record a podcast telling me about your weekend, sequencing the order of events using complete and detailed sentences.

Capture a picture of your backyard, and use the markup feature to draw over the picture and design or build the yard of your dreams. Then create an audio recording describing your dream yard.

Complete an interactive scavenger hunt to find new vocabulary words around the house, and share them through photos, text labels, and audio recordings.

Other interactive and creative remote tasks I have asked students to complete:

As I navigate through teaching in a hybrid environment, my little language learners continue to grow, thanks to our district's one-to-one technology program. With the support of our devices, teachers and students can create, communicate, and engage in meaningful learning.

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Using Technology to Support Young English Language Learners in a Hybrid Classroom

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Through videos and interactive online tasks, early elementary students can increase fluency and build vocabulary. Cavan Images / Alamy Stock Photo Since late August, I have been teaching hybrid, early elementary students who are learning English. Transitioning into a hybrid environment has been challenging and created a new learning curve for both educators and students.

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Eric is an Associate Partner with the His work focuses on leading and learning in the digital age as a model for moving schools and districts forward. This has led to the formation of the Eric has received numerous International Center for Leadership in Education (ICLE). Prior to this, he was the award-winning Principal at New Milford High School. Under his leadership, his school became a globally recognized model for innovative practices. Eric oversaw the successful implementation of several sustainable change initiatives that radically transformed the learning culture at his school while increasing achievement. Pillars of Digital Leadership, a framework for all educators to initiate sustainable change to transform school cultures. As a result, Eric has emerged as an innovative leader, best selling author, and sought after speaker. His main focus is using research and evidence-based practices to empower learners and educators, improve communications with stakeholders, enhance public relations, create a positive brand presence, discover opportunities, transform learning spaces, and help educators grow professionally in the digital age. See where Eric is speaking and if he will be in your area at the bottom of this page. For booking inquiries email him directly at esheninger@gmail.com awards and acknowledgments for his work. He is a CDE Top 30 award recipient, Bammy Award winner, NASSP Digital Principal Award winner, PDK Emerging Leader Award recipient, winner of Learning Forward's Excellence in Professional Practice Award, Google Certified Innovator, Adobe Education Leader, and ASCD 2011 Conference Scholar. He has authored and co-authored the following:

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Eric is an Associate Partner with the His work focuses on leading and learning in the digital age as a model for moving schools and districts forward. This has led to the formation of the Eric has received numerous International Center for Leadership in Education (ICLE).

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Sponsored by Teaching Channel and UL Xplorlabs

Let's go back for a moment to a simpler time, back to 2019 when you may have "struggled to differentiate." When you tried to meet the needs of all students who came to you with different levels of readiness, who had different physical, emotional, and cognitive profiles, and who learned best under different scenarios.

2020 laughs at 2019.

Teaching is much more complicated now, and you are most likely in a situation where your students are scattered in some way. It may be one or a combination of these:

Half of your class is at home while the other half is in-person, then this switches the next day.

Some of your students are all-virtual, all the time.

Even the kids you do have face-to-face (F2F) have to be socially distanced and therefore can't collaborate and interact the way they once could.

Before, a teacher only had to worry about meeting students where they were academically, socially, and emotionally. Now you literally have to figure out a way to meet them where they are.

Depending on who's running your school, you may be expected to do any number of instructional gymnastics to keep all of these students engaged and on track. While I'm not going to get into the "shoulds" here (I address some best practices in this post, and I ranted about one specific remote teaching problem in this Facebook live broadcast), what I'd like to do in this post is curate some of the ways teachers have solved the problem of teaching students who are literally all over the place.

I pulled these ideas from responses to two separate tweets: In the first one, I asked what was working when teaching some students in person and others at home. The second tweet came a few weeks later, where I was asking specifically for strategies to build community among all the scattered groups. I got hundreds of responses, some of which I was still trying to digest an hour ago, so this list is just a sampling of some of the ideas I saw repeated several times and a few that I thought were really noteworthy. If you want to see all of the ideas, follow those links and enjoy! I'll warn you though, it's a lot. With so many people working on the same problem at the same time, there are a lot of ideas in many different iterations. My goal here is to pare it down to just a few that I think you can use.

(One more thing: For efficiency, I'm going to refer to all videoconferencing software as Zoom. So when I say "Zoom," just know that this means Google Meet, Microsoft Teams video, Skype, or whatever you're using. It's just faster this way.)

1. Create Student Cohorts

This was the most frequently mentioned piece of advice from teachers doing this work, so I'm putting it first and separating it from everything else.

The idea is to put students into groups that span different populations-some virtual, some F2F, some from different days in an A/B schedule-so they can help each other through your course. Doing this allows students to ask each other questions and support each other at times when you're not available. It's also a way to create connections between your in-class students and those who are learning from home.

In some classes, these cohorts are simply contact groups, so that when students get stuck, they can get clarification or help from each other.

In other cases, cohorts actually work on projects or assignments together.

In classrooms where F2F and at-home students are participating at the same time, teachers are putting students into pairs made up of one F2F and one at-home learner. This arrangement gives each at-home student a designated partner to connect them to what's happening in class.

For best results, give students a getting-to-know-you activity to do with their cohort or partner so they can form a connection and feel more comfortable with one another.

2. Limit the Synchronous

Many teachers are finding that synchronous instruction-where all students in class and at home are plugged in and participating in real time-needs to be very limited and used intentionally, as opposed to just recording an entire class session and expecting everyone to sit through that. (Again, I explored the ridiculousness of this idea here.).

Here are some ways this principle is playing out:

Brief and debrief. Some teachers are only using synchronous instruction to do a quick overview at the beginning of the class session and a quick debrief at the end, leaving the middle for independent work, group work, or small-group instruction with the teacher.

Make synchronous time special. Several teachers reported using synchronous time for things like read-alouds, reader's theater, and Shakespeare reading, where parts are given to both the at-home and in-person students.

Use virtual bell-ringers. Sort of. Some teachers are starting their synchronous time with a short pre-recorded video that gives everyone a task and reviews the day's agenda. Like a bell-ringer, doing this frees up the teacher to handle administrative tasks, lets kids trickle into the Zoom, and gives everyone something to do until it's time to start as a group.

Put EVERYONE on Zoom. If bandwidth allows and the activity fits, then put all students on Zoom for the synchronous part of your lesson, even F2F students. This will put everyone on the same playing field and make interaction easier.

Try interactive apps. Teachers are reporting great synchronous experiences using Pear Deck and Nearpod, which allow you to create and share interactive presentations with students on their own devices. Tools like Poll Everywhere and Mentimeter let you conduct fast whole-class polls with a few clicks. And YoTeach! offers backchannel chats that are similar to what used to be found on the now-defunct TodaysMeet.

Put direct instruction on video. Not surprisingly, quite a few teachers are reporting that they feel their direct instruction just doesn't work as well via Zoom as it does in a well-planned, pre-recorded video.

Have a backup plan. Use choice boards (general ones prepared ahead of time that can be used over and over) for at-home kids to use when tech goes out. This post about choice boards from Jenny Pieratt offers some things to think about when putting these together.

Differentiate synchronous learning. Here's something to consider: Does every student need the same amount of synchronous learning? Most solutions I'm hearing related to the synchronous/asynchronous question seem to be shooting for one model for everyone. But just like in the old days, it's not likely that every student needs or wants that much face-to-face time with the teacher, even the ones who are face to face. So maybe we can work toward customizing the amount of synchronous instruction for every student, allowing some to work independently or through digital channels more often, while others who need more interaction can get it?

3. Chunk the Time

It can be tremendously helpful to break up the class period into designated chunks, where some students are learning directly from the teacher, others are working in groups, and others are working independently. If you can make the structure visible and predictable for students, even better. The two resources listed below can help you imagine what those structures might look like for you. (Notice that none of the options listed have the teacher lecturing for the entire period. That's important.)

In this post from earlier this month, Catlin Tucker shared three blended learning models that can work in what she calls "concurrent classrooms."

Beth Alexander, director of Teaching and Learning at the Linden School in Toronto, shared a collection of hybrid lesson structures she's been trying, along with visuals like the ones below. Alexander has given me permission to share all of her models in a PDF, which you can download here.

Courtesy of Beth Alexander. All models available in this PDF.

Courtesy of Beth Alexander. All models available in this PDF.

One more tip for this "chunking": When you switch from synchronous to asynchronous, but there will be a time when you go back to synchronous, set up an on-screen timer to let at-home kids know when time is up for an activity.

4. Build Community Intentionally

Having students in multiple locations makes it much harder to build a classroom community, but those relationships are so important for making students feel a sense of belonging and connection. Here are some things teachers are doing to meet this challenge:

Reserve time to get to know each other. As a teacher, you can get to know students-both F2F and virtual-by scheduling short one-on-one meetings with them. To help students get to know each other, do icebreakers throughout the year and assign students to interview each other as a class project. And set aside time whenever possible for non-academic conversations; over time, these will continue to grow those relationships.

Make using names part of your classroom norms. Several teachers mentioned the positive results they got from greeting online students by name at the start of each class period, and others described setting discussion norms that required students to use each other's names regularly. Be sure you're pronouncing student names correctly, too; this will make a big difference.

Create communal spaces online. Slack and Microsoft Teams are two great options for giving students spaces online for general communication. Padlet is another option for structured or unstructured conversations. And Parlay is a robust platform for much more formal discussions.

Use lunch and recess for socialization. Some schools are setting up Zoom sessions for "lunch buddies," where students at home just hang out and talk with students in school. Although you may not get a large response to this kind of an opportunity, think of the social impact it could make on just a few kids to have that small community to visit with every day.

Use video. Flipgrid offers a simple space where students could record short videos that could be shared with the class. One teacher mentioned using these videos to have students record short responses to the prompts that would normally be given for writing in journals.

Play games. Quite a few digital games, like Kahoot!, Quizizz, and GimKit, can be played with both at-home and F2F students at the same time, all while reviewing course content. A few people mentioned Minecraft as an ideal platform for play and interaction. Even a game like Crumple & Shoot can be played where the F2F students shoot the paper wads, but at-home students can still be on the teams.

5. Experiment with Cameras and Screens

Lots of teachers mentioned setups that involved more than one camera and screen so that the same broadcasts can capture different things simultaneously. The number of ideas and combinations along these lines got pretty overwhelming, so I'll just share three big ones:

Two Zooms. When broadcasting, many teachers are setting up one camera to focus on them and another to focus on the board, another shared screen, or a document camera. This puts the "teacher" on Zoom twice but gives students more of a feel for what's happening in the classroom.

Mics and Headsets. Some teachers are putting Bluetooth earbuds in and/or wearing mics on headsets so they can communicate directly with at-home learners without disrupting the in-person class. I think this might drive some people (like me?) crazy, so take this with a grain of salt.

Swivl Cams. A few teachers mentioned using Swivl cameras to track either the teacher or to follow group interactions for students at home to watch.

6. Optimize Discussions

If your synchronous time includes class discussions that include both F2F and at-home learners, these suggestions can help you make the most of that time.

Establish norms. Many students will hold back in discussions if they don't know what the rules are, for fear of messing up in front of everyone. So be sure to establish clear norms for discussion: What should students do if they have something to say? Are there time limits on commenting? What kinds of things are appropriate to type into the chat? Should students write to each other in the chat? Should everyone stay muted or keep microphones on? The clearer these guidelines are, the better participation is likely to be.

Enable the chat. Some students will never feel comfortable unmuting in a large group, but will participate much more actively in a written chat, so whenever you can offer that as an option for participation, do it.

Assign a chat moderator. Have a student or another adult-anyone but you, if you are the one conducting the discussion-moderate the written chat in Zoom so you don't have to multitask. You can occasionally break from the "live" discussion to take questions from the chat, or establish norms where other students can respond to those questions in writing if they have the answer.

Share questions ahead of time. To improve participation from home, some teachers are sending questions to students ahead of time, having students turn in their responses, then calling on individuals to share their responses in the group discussion. This extra preparation ensures a productive discussion and removes some of the doubt students may feel about volunteering responses or having to think of them on the spot.

Repeat questions. When students ask questions, repeat or rephrase them yourself so everyone can hear. This practice helps anyone who didn't happen to hear it the first time, which is more likely in a hybrid situation.

Deal with the crickets. If lack of participation is a problem, you need to figure out the root cause, because it could be any number of things. Start by reading this post about improving student participation. You might also try to add more structure to your discussion by using a strategy like Philosophical Chairs, the TQE method, or the Discussion Game.

None of these ideas are really tested, researched, or optimized in any way, so don't feel like this is some massive to-do list that you have to check off. If you can implement one or two strategies that make things better for you and your students, that's a success.

Probably the worst thing you can do is to try and replicate exactly what you were doing before 2020, time-wise and content-wise. That's trying to force a square peg into a round hole; by doing that, you're just signing up for a ton of frustration.

Years ago I wrote a piece urging teachers to think of your teaching as always being "in Beta." Consider teaching in a post-COVID world to be the most massive project-in-Beta ever. It's going to be messy, but that's how humans learn and grow and adapt. Continue to experiment, fall apart on the days when it's your turn (because everyone seems to need a turn every now and then), ask students and parents for feedback, observe other teachers when you can, and most importantly, keep giving yourself and your students grace.

We're getting through this.

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Some students are in the room with you. Some are home. Everyone is spread far apart. How do you teach this way? How do you build community? Here are some ideas.

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By Beth Alexander

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How to use Padlet in the Classroom - Padlet Tutorial

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QR codes

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A QR Code (it stands for "Quick Response") is a mobile phone readable bar code that can store website URL's, plain text, phone numbers, email addresses and pretty much any other alphanumeric data. The QR Stuff QR Code Generator allows you to create either dynamic or static QR codes and download them for immediate use.

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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The Elements of Learning provides research-based strategies for designing student learning experiences with iPad and Mac. The book covers five elements of deeper learning, supported by a rubric, interactive examples, and 19 downloadable lessons, designed by teachers around the world. Teachers and technology specialists can use this book to design innovative and effective learning experiences with Apple technology.

The Elements of Learning is part of the Leading Innovation book series, designed for education leaders. It presents essential learnings ​from over 40 years of working alongside educators ​in schools around the world. These resources offer ideas and guidance ​for innovating with Apple at your school.

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‎The Elements of Learning provides research-based strategies for designing student learning experiences with iPad and Mac. The book covers five elements of deeper learning, supported by a rubric, interactive examples, and 19 downloadable lessons, designed by teachers around the world. Teachers...

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Sign in to the Education Community. Discover great learning resources and learn new skills to become an Apple Teacher.

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A collection of project guides that bring creative expression to every subject.

Everyone Can Create teaches students new skills to develop and communicate ideas through video, photography, music, and drawing on iPad. From quick introductory activities to skill building project guides, teachers have a range of fun and meaningful ways to ignite creativity with any lesson, at any grade level.

See what's new in the project guides

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Everyone Can Create teaches students new skills to develop and communicate ideas through video, photography, music, and drawing on iPad. From quick introductory activities to skill building project guides, teachers have a range of fun and meaningful ways to ignite creativity with any lesson, at any grade level.

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How use Padlet in the classroom.

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How we learn

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Dyslexia by Jeanette Davies on Apple Books

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Read a free sample or buy Dyslexia by Jeanette Davies. You can read this book with Apple Books on your iPhone, iPad, iPod touch or Mac.

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Designing lessons with technology

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Technology in Education - From Novelty to Norm | Joel Handler | TEDxHIllsboroughLibrary

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The Importance of Technology in Classrooms

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Instruction Manual

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Disability and Innovation: The Universal Benefits of Accessible Design - WWDC 2016 - Videos - Apple Developer

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White House Champion of Change, Forbes 30 under 30 leader, and BBC Women of Africa Hero, Haben Girma is an acclaimed accessibility and...