ESOL groups are usually not leveled according to students' tech skills, and so they include students of widely varying tech competency levels. The workshop provides the opportunity to explore practical and efficient ways to help students develop technology competency while using the multilevel character of a typical ESOL group to students' advantage.

You will learn the methodology of a versatile technology-based project focused on developing students' digital literacy and basic research skills.

The project:

• Can be accomplished in a relatively short time
• May include, but does not require, extensive use of a computer lab
• Can be done with smartphones (regular Android or iPhones with a standard set of apps and Internet Explorer or Chrome) for Internet research on assigned topics if access to a computer lab is limited)
• Can be organized as a series of tech mini-projects over a course of several weeks, with students having smaller weekly technology research assignments

You will develop similar projects, and with support, carry them out with your students. Then you will share your experiences and receive feedback in the final webinar.

The training is 4 professional development hours:

• 2-hour face-to-face workshop
• 1-hour online discussion
• 1-hour final webinar on April 7, 2017.

In addition to the 4 hours of training activities above, you will also be required to plan and implement an activity. You will have the option of receiving individualized support via email and via the discussion board for the planning and execution of your project.

CCR Anchor Standards addressed:

• Writing anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

• Writing anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

• Speaking/Listening anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

• Speaking/Listening anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

• Reading anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.