The technical goals for beginning students are aligned with the Technology Competencies. We many of the basic  tech skills, such as use of the mouse and keyboard. We also introduce them to the Internet right away as many of the activities are on the class web site. Using the web also introduces and reinforces basic navigation skills for a computer screen, such as use of pop-up and pull-down menus, dialog boxes, and printing. 

• Solitaire under the start menu/programs/ accessories/games. Other games like minesweeper will work for the same purpose. 
• Type to Learn - A basic typing tutor program. It has excellent graphics to guide hand placement. Read a review. 
• Tech basics on WORD  - We introduce word processing to beginners to teach use of menus, navigation keys (arrows, page up, page down) scrolling, and the open, save, and print commands. 
• Tech basics on Internet - Internet Explorer or Netscape - We use both browsers, but favor Internet Explorer as it seems to operate with fewer complications than with Netscape. The goal of using the Internet at this level is to teach basic tech skills and avail ourselves of information on the class website. 

The dual goals of this class are to teach English and to teach basic technology skills. It is the overall goal to instruct students in the use of technology so they can transition to being independent learners of English, to use technology to teach themselves.  

There are two approaches to utilize and we do both as both are helpful to students. First, one can assist students to use instructional programs such as Rosetta Stone or MacESL. These programs have a curriculum all of their own and support the content of the lessons with appropriate linguistic information. Programs are generally written with a specific level student in mind. Instructors need to investigate how to best utilize packaged programs. Many teachers prefer to supplement the on-screen lessons with classroom exercises to promote interactivity and application of the linguistic skills addressed by the software. See notes on each of these programs to the right. 

The second approach is to use generalized programs such as WORD or Internet browsers to bring English content to students and give them the tools to investigate and produce English for authentic purposes. See notes on these programs and investigate the materials for more specific information. 

• Rosetta Stone - A well-known, well-marketed, and popular software program using a common format that the publisher applies to versions of the program in a multitude of languages. It utilizes a library of photos and allows students to master an understanding of vocabulary and phrases presented in several types of exercises. The programs begins with single word presentations and builds to the use of longer amounts of English. Demo copies of the software are freely distributed. Students like and persist with the program.  
• ELLIS - 10 copies of INTRO.  A full-faceted and consequently very expensive software product offering video and text presentations of targeted English at a number of levels. A program could build its entire curriculum around this product and not lack for activity. Can be adapted to group work through use of exercises. 
• Writing Practice with WORD
  We use the word processing not only to teach program navigation skills, but just as importantly, we want students to start using the technology to improve their English skills. We start by having them write basic autobiographies. Some students may be at the basic level with regard to technology, but have a much higher level of English ability. By starting to write from the start, they are able to apply their newly gained technical skills to increase their English language competence. See the word processing pages for activities used. 

The technical goals for intermediate students are aligned with the Technology Competencies. We work to increase the students' understanding of the uses of technology and their facility with different programs. Keyboarding is an essential skill, so many students choose to work on improving speed and accuracy. Our goal is to have good accuracy for basic 10-finger typing and a speed of 10-15 words per minute. While students will want to improve beyond that level, they frequently focus on typing skills to the exclusion of other skills. We also assist students to navigate various levels and elements of standard and instructional programs, access help menus, and increase familiarity with essential functions like copy, cut, paste, save, open, print, and file management (opening folders on their disks and managing files). 

• Type to Learn - A basic typing tutor program. It has excellent graphics to guide hand placement. Read a review. 
• Mavis Beacon - This well-know program provides extensive opportunities for students to improve their keyboarding skills. It is dangerous as it can be a course in itself, which once a student is hooked, detracts from the other objectives of the class. The interactive nature of the program guides students to the areas that need the most development. Student records are kept to inform the student and instructor of time spent and progress made. The website gives pricing and information on class activities. 

The language goals for intermediate students are a continuation of those for beginning students. They can increase their language skills by either working in instructional programs like ELLIS or Skills Bank, or they can use general programs like email or WORD to receive and produce communication. Both models are valid and accessible to students at this level. We generally give students a fair amount of free time in each class session to choose activities, and we have structured presentations to teach use of the technology. Every effort is made to develop language skills while teaching the technology. Often the language developed is that of the computing world. Those content-based English lessons are very useful in their roles as workers. 

• ELLIS – 5 copies of Middle Mastery
  See comments above.  
• Skills Bank - A multi-faceted and extensive program used mainly with ABE/GED students to master language, reading, writing, basic mathematics, intermediate mathematics and information skills. It is installed campus-wide so students can be introduced to it in RLC 141 and then access it in the campus Help Center located in the library or in the ABE/GED classrooms. The program gives instructors reports on student progress and allows the instructor to set activities to be completed by the student or by the class. It works well for ESL students who have transitioned or are in the process of transitioning to ABE/GED classes. It requires students to be able to work independently on it. 
• WORD – for writing. As the technical and language skills of students improve, the usefulness of this word-processing program increases. The many features of spell and grammar checkers, the thesaurus, the functions of  tracking changes, and inserting comments can be explored. The materials from our writing skills page show many of the ways we use word processing. 
• Inspiration – A program to used to start the writing process with mind maps and other visual tools for idea generation and then apply these organizations to writing prose. It appeals to the visual learner. The website contains instructor tips and lets you access a newsletter for ideas on how to use the software. 
• Intermediate technical skills using the Internet - Internet Explorer or Netscape - Covered earlier were navigation through use of menus and links. Here, we teach use of the location bar, the history button, accessing useful ESL sites, and web-based email. We use Yahoo mail as it offers other interfaced products, but many portal providers do the same. Email allows students to expand their audience to other class members, and an unlimited number of correspondents around the world. A motivating, if somewhat addictive, tool are the greeting cards. Students love sending these to one another, friends, and family. 
• Yahoo Instant Messenger and Yahoo Chat -  These pop-culture programs offer increased communication opportunities for ESL students. We teach them to "IM" with each other. It is an excellent way to practice asking and answering questions as well as brain-storming a topic.  They may use it outside class to communicate with others.

Students begin to research basic topics by using the electronic encyclopedias and the web. 

• Encarta - A full electronic encyclopedia with audio, video, graphics, and web support and links. It is an excellent all-around resource and a tool which allows students to investigate topics without the frustration of going on-line. As such, it is often the first step in the research process. 
• Bookshelf -  A full-set of electronically referenced resources for all students. It requires a student to be fairly sophisticated to be able to navigate and use, but it is very rich in the support it provides. 

Students continue to develop their typing and technical skills see the Technology Competencies for details. 

• Mavis Beacon - See comments above.

• ELLIS - 5 copies of Senior Mastery
  See comments above.
• WORD – for writing. See comments above.
• Skills Bank - See comments above.
• Web Resources

The language development is mostly directed toward work on projects the students investigate and write about on topics of their own choice. 

• Encarta - See comments above.
• Bookshelf - See comments above.
• Browser Software - Internet Explorer or Netscape - Use of the basic functions of the internet were taught in earlier levels of this class. At this point, the web is more fully used to find and evaluate information for presentations. 
• Search Engines - Google is preferred. See our search page to select  a variety of search engines and related teaching activities.

Students learn the use of presentation software to communicate the content of their projects. 

• PowerPoint - A desktop application which allows users to create presentations which can be show from one desktop or uploaded to the internet. See the projects page for examples of completed student work. It is a common workplace tool with a fairly easy interface useful as a first step to master in making presentations. 
• Front Page - A full-featured HTML editor with a word-processor like interface. Students who are technically competent utilize it to complete web projects. See the student projects page.

• Netscape - See comments above. 
• Internet Explorer - See comments above.

• Pronunciation Power

• Focus on Grammar
  See this CALICO review. This multi-level program addresses a wide range of grammar points and offers exercises, quizzes for grammar practice. The student can work independently or as part of a class on this program. It is used by GRCC's ESL Grammar Class, ESL 059, for out of class reinforcement of class lessons. 

• Oxford Picture Dictionary
• Newbury House Dictionary of American English w/ CD

These add-on programs to the browsers bring additional input to the users' desktops. The addition of this input is especially useful in the development of listening skills. 

• Real Audio - Player  basic - This free plug-in allows users to play audio and video sources accessible from the Internet.  It must be downloaded from Real.com. and installed on each desktop.  
• Windows Media Player
  Another common free plug-in for receiving audio and video sources from the net. It must be downloaded from Microsoft and installed on each desktop. 

Security is the domain of the professionals. We are delighted to have their assistance in helping to manage the technical requirements of the classroom. 

• It is essential to have a security program. Our security and virus protection programs are provided and maintained by the GRCC Information Technology Department. It keeps the desktop secure from students wishing to move, delete, and rename files and programs, and it provides a firewall to prevent viruses and other threats from outside the campus. 

Even standard products like screen savers can help create a cohesive and motivating classroom environment. 

• Webshots - This stable program offers a wonderful interface with a multitude of images and allows lab managers to upload pictures of their own choice. One of our projects is to have each desktop have its own identity and name and distinguish each one by the screen saver program photos installed. We can can name organize these machines by countries, authors, or any other interesting subjects. It personalizes the technology.