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Technology Experts Video Transcript for the AE E-Teacher Program,

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Using Educational Technology in the English Language Classroom

Technology Experts

https://www.youtube.com/playlist?list=PLlE2-ekUHe81pdyJPSON9NumnOoDyi4aK

Amy Walton

Iowa State University

Google Forms (https://www.google.com/forms)

My name is Amy Walton. I’m a lecturer at Iowa State, and I teach writing, grammar, and teacher education
courses. Google Forms is a tool that I use in all of my classes as a practical way to gather information for
planning and for assessment. It’s a part of the Google suite of applications, and at its core, it is a tool that
can be used to create a variety of questions that you can send to participants, like a survey.

Figure 1. Google Forms as an information gathering tool

This work is a derivative of "Untitled" by Google. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
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It collects the data from respondents, and it keeps a spreadsheet that it updates automatically. I use this
in class for several purposes. I can create a survey to gather information for needs assessment at the start
of a course or a unit and for anonymous feedback from students’ in-class activities and for quizzes.

Figure 2. Creating a survey question on Google Forms

This work is a derivative of "Untitled" by Google. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

I also use this tool to match learners with tutors, and because it is available on mobile devices, students
can walk around the classroom and offer peer response to their classmates’ projects or presentations
using their phones. There are several reasons why I find this tool helpful. One nice feature is that you are
able to have respondents provide their contact information, but you can also make it anonymous.
Additionally, Forms allows you to create a variety of questions like multiple-choice questions, paragraph
responses, or rating items on a scale. You can also embed a variety of media.

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 Figure 3. Embedding media to questions on Google Forms

This work is a derivative of "Untitled" by Google. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

Finally, Forms compiles a summary of responses and creates a spreadsheet, which is a very practical way
to store and sort through information.

Figure 4. Summary of responses collected through Google Forms

This work is a derivative of "Untitled" by Google. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

In the case of a quiz, this can make grading easy and, if you use the tools in the spreadsheet, even
automated, depending on the nature of the assessment.
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 Derek Hanson

Iowa State University

Logomakr (https://logomakr.com)

Hi, I’m Derek. I’m a PhD student, and I teach predominantly first-year composition. A lot of my students
do Web development work and writing for the Internet, and a lot of the Internet uses very visual
communication. A website I like to direct them to and teach them how to use is a very easy tool that is
free to use that you can find online. It’s called logomakr.com, and with that tool, you can search for
thousands of images just using keyword searches.

Figure 5. Searching for images on Logomakr

This work is a derivative of "Search results for pen" by Logomakr. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-
Teacher Program, sponsored by the U.S. Department of State.

You can add shapes and texts.

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 Figure 6. Adding shapes and texts to create icon on Logomakr

This work is a derivative of "Untitled" by Logomakr. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

If you’re using phones and browsing the Web, a lot of communication is done through icons now, so it
could be easily recognizable across cultures. I like to have my students experiment with it and create
something that’s individual and unique to their own personality but also really communicates across
cultures.

Evan Simpson

Iowa State University

VideoNotes (http://www.videonot.es)

Good afternoon. My name is Evan Simpson. I’m a third-semester PhD student here at Iowa State
University. My focus in applied linguistics and technology is on assessment. One tool that I’d like to show
you today that I use to help prepare my students for their assessments is called VideoNotes. It’s a web-
based application that’s used for taking notes on YouTube videos as well as Coursera, Udemy, and TED
Talks.

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 Figure 7. Taking notes on TED Talk using VideoNotes

This work is a derivative of "Untitled" by VideoNotes. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

What you do is you load up the video, you press Play on the video, and you take notes as you watch the
video. While you’re taking the notes and watching the video, every time you hit Enter, the notes sync to
that time in the video.

Figure 8. Notes on VideoNotes are timestamped and synced

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sponsored by the U.S. Department of State.

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One reason why I find this helpful is when I’m having students give presentations, I can videotape their
presentations and then provide them feedback on their presentation itself through video. Instead of
saying you did this, this, and this, I can actually have it be stamped and synced together. That’s one way.
Another way that I love to use this tool is by having students actually watch some of these content-
heavy videos in their field or subject and then take notes on the lecture itself. Another way to do it is to
do move-and-step analysis as well as other discourse markers.

Sarah Davis

Iowa State University

Looking at Current Events Online

Hi. I’m Sarah Davis. I’m a lecturer at Iowa State University. I teach the ESL writing courses, and I use
technology in my classroom to help provide my students with an authentic writing task. I give them the
opportunity to look at current events online, which might not be available to them if I only used
textbook resources. Currently, there is major refugee crises globally, worldwide, so my students are
actually writing about what’s going on as we speak and what’s happening in the world. I make available
to them the links that will help them find that information, but I also give them an opportunity to
explore on their own and decide what is important, make those critical thinking choices, and they
develop that into their own writing.

Figure 9. Linking to current events online through course Moodle

This work is a derivative of "Untitled" by ISUComm Moodle Courses. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-
Teacher Program, sponsored by the U.S. Department of State.

I also make sure the sources are both visually and personally and emotionally very pertinent to them. I
think it makes for a wonderful writing task and a really great assignment.

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 Figure 10. Online resources for current events

This work is a derivative of "Refugee Stories: Life-threatening sea journeys" by The UN Refugee Agency. This derivative is licensed under CC BY
4.0 by FHI 360 for use in the AE E-Teacher Program, sponsored by the U.S. Department of State.

Stephanie Fuccio

Iowa State University

Google Docs (https://docs.google.com): Color Coding for Research Papers

Hello. My name is Stephanie Fuccio, and I am a PhD student here at Iowa State University. I’ve taught
first-year writing at ISU and other institutions for over a decade with a specialization in teaching second
language writing. A common type of paper to teach in this class is a research paper, and I like to use
Google Docs to help students visualize the different parts that need to go in a paragraph in this type of
paper. For example, in this screenshot, you can see the student has color-coded the research claim in
pink, the evidence in yellow, and the analysis in blue.

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 Figure 11. Color coding on Google Docs for writing research papers

This work is a derivative of "Untitled" by Google. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

This colorization is useful for students to see two things in the paragraph: (1) are all parts of the
paragraph present and (2) is the ratio of the different parts balanced. When students start to write
research papers, oftentimes, they won’t have any analysis, or it’ll be too short, and this is a good way to
see that that needs to change. I usually do this activity in class, and with this colorized collaborative tool,
they get both verbal feedback during class time during peer review. They also have written feedback in
the Google Doc from their peers, from their teacher, and they can even leave notes for themselves in
the document.

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 Figure 12. Leaving feedback on document

This work is a derivative of "Untitled" by Google. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

This example is with a research paper, but this can be used for any genre that you’re teaching in your
writing classroom. It can be used with essays, with abstracts, with narratives, and with letters. It can be
used for any of those. Thank you.

Sock Wun Phng

Iowa State University

Google Docs (https://docs.google.com): In-Class Collaboration

Hi. My name is Sock Wun Phng, and I’m a master’s student in applied linguistics here at Iowa State. I also
teach English 99L and 99R, which are the listening and reading classes. In both of those classes, one of
the things I like to do in class is to have student collaboration. Usually, when you have small group
discussions, things can get awkward. Students might be uncomfortable talking to one another, so one of
the technology tools I like using for student collaboration is Google Docs. One of the features that really
help with group discussion is the ability for multiple students to type and work on the same document at
the same time. They can type what they want and use it like Microsoft Word.

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 Figure 13. Two students typing simultaneously on one Google Doc

This work is a derivative of "Untitled" by Google. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

They can also add comments to one another’s’ answers.

Figure 14. Two students writing and responding to comments simultaneously on Google Docs

This work is a derivative of "Untitled" by Google. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

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 Tom Ballard

Iowa State University

WordPress (https://wordpress.com)

Hi. My name is Tom Ballard, and I am an instructor for English 150, English 250, and English 314. That’s
our foundation communication and technical communication courses. The tool that I really like to use in
my classroom is WordPress. I find that WordPress is a great way to introduce students to web
composing. They don’t need to know any HTML, CSS, or Javascript, and they can start creating websites
right away. A tool I particularly like with WordPress is creating posts.

Figure 15. Creating posts on WordPress

This work is a derivative of "Add New Page" by WordPress. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher
Program, sponsored by the U.S. Department of State.

I find that with a student’s dedicated page for their posts, they can create a blog or journal format, and
they can create content regularly.

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 Figure 16. Page for weekly writing journals

This work is a derivative of "Journals" by WordPress. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.

This is a great way to check in as an instructor on their progress in the course, and it’s a good way to see
how they are progressing with their language acquisition as well.

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