Synchronous (Onsite) Vocabulary Workshop (50 mins Onsite)
Advancing Tech Access: Demystifying Technology Jargon Through Explicit, Interactive Activities
Propelled by the COVID-19 pandemic, learning technologies have played a central role in facilitating educational experiences for students of all ages. Effective use of technology, however, requires functional understanding of the entailed lexicon, posing significant challenges to multilingual learners, especially to students studying abroad in higher education settings. Because technology vocabulary varies internationally and locally with university-specific technology jargon, terms can be easily conflated and confused. While the importance of academic vocabulary development in English for academic purposes (EAP) settings is widely established in the literature (e.g., University Word List, Xue & Nation, 1984; New Academic Word List, Coxhead, 2000), the explicit teaching of vocabulary associated with technology to support multilingual students’ academic success has been overlooked. This interactive workshop presents creative ways English instructors can identify, teach, and reinforce technology vocabulary to ensure equitable access and student success appropriate for their teaching context.
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Sohee Linda Lee is an instructional designer at Pepperdine University Graduate School of Education and Psychology (GSEP), where she applies her knowledge and skills to develop engaging and effective learning experiences for students. Linda is also a doctoral student at GSEP in the EdD in Learning Technologies program and is dedicated to advancing the field of education through innovative technology integration. Born in South Korea and raised in Vancouver and Los Angeles, Linda brings a diverse cultural perspective to her work. With her unwavering passion for creating learning experiences that benefit students, Linda is committed to making a meaningful impact in the field of education.
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Dr. Jennifer Miyake-Trapp is a scholar-practitioner committed to social justice and educational equity through instructional transformation. She strives to empower educators to enact asset-based pedagogical approaches in diverse learning contexts. Her primary interests focus on culturally sustaining curriculum and instruction, teacher critical reflection, instructional design, learning technologies, and English language teaching. Always close to K-12 classrooms, she frequently collaborates with local public schools to develop student-centered, community-based programs and partnerships. Dr. Miyake-Trapp is a leader in online learning and currently serves as Chair of the MS in Leadership suite and the Director of Virtual Initiatives at the Pepperdine University Graduate School of Education and Psychology.