Brianne Doty


Return to: ETAP 623 Spring 2019 Section 9571 (Zhang)| Enhancing English language learner’s vocabulary through Technology

About Me


My name is Brianne Doty. I am a preschool teacher for my county's Head Start Program. I enjoy creating memories and learning along side my three to five year old students during our daily adventures. Last school year I was a literacy coach for grades 3 to 5 and had the pleasure of creating my own lessons and curriculum to enhance reading and literacy skills. I graduated from The College Of Saint Rose with my Bachelors of Science in early childhood education in December of 2015. I am currently enrolled in my second semester of the CDIT Masters Program at UAlbany.

My Topic and Purpose

The topic I have chosen for this mini-course is a resource for early childhood educators and teachers to develop English language learning students’ English language skills. I aim to provide interactive online lessons that teachers can utilize for children that are having difficulties adjusting to the language and reinforce common academic skills in the classroom. I have multiple English language learners in my preschool class this year. For most of the children, my classroom is the first place that they are immersed in the English language. My students have had to adapt and find other ways to communicate their ideas and knowledge of the learning activities at hand.

Learning Outcomes

After participating in this course, learners will be able to:

  • Define ELL (English language learners) and the difficulties these students face in the classroom
  • Provide effective online interactive lessons or other integrated technologies to enhance English vocabulary and learning concepts to their ELL students who are showing difficulties with content material
  • Modify instruction to best fit ELL student needs

Needs Assessment/ Analysis of the Learner and Context

Instructional problem

In the past few years, teachers have experienced an increase in students who are English language learners. Preschool teachers may not be exposed to use technology or understand how to integrate technology into their classroom to benefit ELL students.

The nature of what is to be learned

Learners will gain the skills needed to integrate technology into their curricula through premade or teacher-made lessons. Through using this technology, they will be able to provide ELL students with interactive learning activities to expand their students’ English vocabulary and strengthen other academic skills.

About the learners

Learners will consist of early childhood educators from both public and private school backgrounds. They will be familiar with the Early Learning Standards in New York State. Learners will be motivated to learn this material in order to benefit their students academically as well as provide them with engaging and informative lessons for both student and teacher.

Instructional content

The mini-course will consist of about four units that follow a similar layout. Units will begin with an outline of the learning objectives and a brief summary of how we are going to obtain the objectives. This summary will be followed by instruction utilizing a combination of text, video, pictures, and interactive pre-made lessons geared toward young children. There will be assessments/activities which will range from surveys and checklists to self-evaluations and reflection for the learner to obtain the learning objectives. Upon completion of this course, the learner will be able to create their own lesson plans with technology to meet the needs of their ELL students and reinforce other learning concepts. Through self-reflection and evaluation, the learner will be able to modify their instruction to reach all learning objectives.

Explore instructional problem/solution

Early childhood educators may not be aware or trained in integrating technology into their classes, nor are they aware of the interactive online lessons they may utilize to strengthen ELLs English vocabulary and academic skills. When teachers integrate technology into their classrooms, they are creating a more engaging learning environment for their students. This technology can have the ability to track student’s involvement. This feedback provides information to teachers to have student-teacher conversation and scaffolding after lessons. At the end of a lesson through these technologies, teachers can quickly look through the retrieved data to gauge student understanding. They can use this technology to understand what academic skills need more direct instruction and/ or reteaching.

Generate goals

The goals for this course consist of being able to use technology as a tool to create/use engaging and informative lessons to provide ELL students with an enriched English vocabulary environment and supports for reinforcing academic skills.

Performance-Based Objectives

At the end of this course, learners will be able to:

  • Identify online instructional activities to optimize vocabulary building lessons for ELL students
  • Develop online lessons for ELL students to learn English vocabulary
  • Execute scaffolding and supports through technology for students both in and outside of the physical classroom

Task Analysis

Mini Course Goals

Course Objective:

  • Teachers will create an online lesson to build English vocabulary in the early childhood setting for ELL students.

Enabling Goals:

  • Teachers will understand what ELL means and how cultural background influences learning in the school setting.
  • Teachers will evaluate different online websites to incorporate English vocabulary building into lessons for ELL students.
  • Teachers will utilize provided resources to modify instruction in their classroom.


  • Knowledge:
  • navigating website resources
  • what is an ELL learner and what are the areas of improvement for these students
  • procedures for modifying and creating instruction to build English vocabulary for ELL students
  • Attitudes:
  • Choose to spend adequate time with the online resources
  • Choose to provide quality remarks in self-reflections and assessments
  • Skills:
  • Identify language barriers and difficulties for ELL student(s)
  • Identify different instructional modifications and activities for vocabulary building
  • Ability to navigate online articles and/or databases
  • Ability to navigate through online websites and links within course
  • Ability to self-reflect and assess through online survey website
  • Interpersonal Skills:
  • Effective at giving constructive feedback to students (scaffolding as an instruction modification)

Pedagogical Approach

  • Units 1 and 2
    • Connectivist: Teachers will utilize information from articles, websites and videos to complete the task of self-assessments to reflect on the instructional methods and content for their vocabulary building with ELL students. Teachers will engage in guided practice as they explore online websites to use in vocabulary building lessons. They will also complete the task of evaluating student needs regarding ELL learning and their cultural backgrounds using an online survey.
  • Unit 3
    • Constructivist: Teachers will use the provided online resources and learned information from the course to create a vocabulary lesson for their ELL students.

Curriculum Map


References and Resources

Children's Technology Review (2018). Khan Academy Kids. Retrieved from:

Costley, K. C. (2014). The Positive Effects of Technology on Teaching and Student Learning. Arkansas Tech University. Retrieved from:

Khan Academy. (n.d.). Retrieved from

Khan Academy Kids. (n.d.) Retrieved from

Khan Academy Kids Featured Articles. Teacher Guide: Using Khan Academy Kids in the Classroom. Retrieved from

Khan Academy Academic Help Center. Helping ELL's. Retrieved from

Khan Academy Teacher Resources. Creating and managing assignments for your class. retrieved from:

Khan Academy Teacher Resources. Creating assignments for your students.Retrieved from:

Khan Academy Teacher Resources. Viewing and using assignment reports.Retrieved from:

Roblyer, M. D. (2013). Technology Integration in the Content Area Assignment: Review of Lesson Plan for Technology Integration. p 2 Rubrics for Technology Integration based on the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools and the International Society for Technology in Education (ISTE) Standards. Center for Catholic School Effectiveness, School of Education, Loyola University Chicago, in partnership with the Barbara and Patrick Roche Center for Catholic Education, Lynch School of Education, Boston College (2012).

Technology Integration Rubric. (2010). Jobs for the Future

Why I use Khan Academy - an educator's perspective -