Using new technologies to engage and support English language learners in mathematics classrooms
Robert Pritchard, Susan O’Hara, and Jeff Zwiers have recently published a chapter in Cases on Technology Integration in Mathematics Education, edited by Drew Polly (2015). The chapter is entitled “Using new technologies to engage and support English language learners in mathematics classrooms.”
“An emerging body of research is demonstrating the potential of new technologies such as iPad and phone apps, wikis, blogs, podcasts, and web-based editing tools for significantly improving the academic language development of English language learners. The authors of this chapter present an expanded definition of academic language, explain why these new technologies are important, and discuss how they can be used to provide effective and innovative mathematics instruction to English language learners. Three classroom vignettes demonstrate specific ways in which a variety of technologies can be implemented across grade levels to meet the Common Core State Standards for Mathematical Practice and Content.”
Susan O’Hara, Ph.D., joined the School of Education in 2013 with a wealth of experience and background in public education, working closely with teachers, researchers and community leaders. An educator for 20 years, Susan began teaching mathematics and science to middle and high school students in Ireland. She has a master’s degree in applied mathematics from the University of Southern California and a Ph.D. in science and technology education from the UC Davis School of Education. In 2000, Susan was appointed assistant professor in teacher education at Sacramento State University. Most recently, she was associate professor and founding executive director of the Center to Support Excellence in Teaching (CSET) at Stanford University.
PhD University of California Davis, 2000. Emphasis in Mathematics, Science, and Technology Education
MA University of Southern California, 1995. Applied Mathematics (emphasis in statistics)
BA University College, Dublin, Ireland, 1988. Mathematics and Mathematical Physics (minor in economics)
California Department of Corrections. Evaluation of California Department of Corrections and Rehabilitation Career Technical Education Program. ($500,000).
Improving Teacher Quality Grant. Resourcing Integrated Professional Learning Systems ($5.8M).
U.S. Department of Education, Office of English Language Acquisition. Academic Literacy Support for Teachers: A Capacity Building Approach ($2M).
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O’Hara, S., Pritchard, R., & Zwiers, J. (2016). Framing the teaching of academic language to English learners: A Delphi study of expert consensus. TESOL Quarterly.
O’Hara, S., Pritchard, R., & Zwiers, J. (2016). Academic Language and Literacy in Every Subject (ALLIES): A capacity building approach to supporting teachers in Grades 3-8. In P. Proctor, A. Boardman, and E. H. Hiebert (Eds.), Teaching emergent bilingual students: Flexible approaches in an era of new standards. New York, NY: Guilford Press.
O’Hara, S., Pritchard, R., Pitta, D., and Webb, J. (2015). Implementing new technologies to support social justice pedagogy. In Papa, R., Eadens, D. M., & Eadens, D. M. (Eds), Social Justice Instruction: Empowerment on the Chalkboard. New York, NY: Springer Publishing.
O’Hara, S. & Pritchard, R. (2015). Using new technologies to engage and support English learners in mathematics classrooms. In D. Polly (Ed.), Cases on Technology and Common Core Mathematics Standards. Hershey, PA: IGI Global.
Zwiers, J., O’Hara, S., & Pritchard, R. (2014). Common Core Standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy. Portland, ME: Stenhouse.