Audio Tool Scenarios

Reflection Questions:

1. How can teachers use auditory technology during instruction to best teach students?

2. How can students use auditory technology for assignments/projects to communicate understanding? 

Scenario 2

1. Audio recording offers a number of advantages to ESL students. First, this offers an opportunity for teachers to modify their instruction to assist in developing understanding. While providing oral instruction to other students, having recordings aimed at the level of this student will help them participate without direct teacher assistance. The recording also makes it possible for the student to repeat instructions when they encounter comprehension difficulties. By reducing background noise, other talk, and other audible distractions, this student will be better able to concentrate on the teacher’s voice. These recordings also serve as models for communication. Recordings and audio books demonstrate proper pronunciation, pacing, etc., which assists in developing oral language abilities. It is also noted that hearing another voice, not just that of the teacher, can help students find their own voice (FluentU).

2. ESL students can benefit greatly from using their oral language, and recording tools are well suited to this purpose. Opportunities to supplement written and reading activities with oral language recordings provide on-going records of the students abilities and their progress. Sites and apps designed for ELLs allow students to record their voice, as well as other media, to create projects that are authentic and encourage language development.


Scenario 3

1. Audio technology can be used to record written instructions and the information provided on handouts which the student will be better able to process aurally. Text-to-speech software would also allow this student to access textbook or online information that is presented in written form. Different tools can address different concerns with either the reading or writing process (Reading Rockets).

2. This student can use speech-to-text software to transfer his ideas into a written format, or simply record his answers aloud. Dictating his assignments will allow him to communicate without the hinderance of his reading/writing disability. Podcasting would also offer ways in which the student could participate more fully in classroom work, and potentially to take a leading role as the class ‘expert’.