Myths & Tips: Using Electronic Dictionaries in the Classroom – Part Two

Naomi’s Photos

Note: The decision to post this series at this time is based on the following two facts: 

  • My Deaf / hard of hearing students and I have been working  with electronic dictionaries on a daily basis since the very first models were sold. The students had special accommodations that permitted the use of these dictionaries.
  • This will be the first year that all 7th-12th grade students in the school system will be allowed to use electronic dictionaries. Many teachers are currently expressing interest in the subject. I hope that these teachers may find my experience with Deaf and hard of hearing students useful. 

MYTH – The teacher can ignore the purely technical aspects of the electronic dictionary – the students are all “digital natives” and know how to use the device immediately, on their own.

While there most certainly are students who will feel at home with any new technological device within a very short time, there are also students who are surprisingly clueless about anything digital that involves more than posting photos or messages in the current popular social platform. I know it seems hard to believe when it feels that the students’ cell phones never leave the palm of their hands, but it is true.

The models in the market today are very “user-friendly”. Nonetheless, there are some points that need to be discussed. particularly those related to classroom management and teacher’s peace of mind.

Naomi’s Photos


  • NAMES!!! Since there are only a few models of approved dictionaries, large numbers of students in every class will be using the exact same model of electronic dictionary. You really can’t tell them apart. It’s vital to start the year by having the students write their names on the inner side of the cover (if the model has a cover) or on the back. In my classes using Tippex (white-out) for writing is the prefered method as stickers are easy to peel off and some markers can be rubbed off. “Vital” as in avoiding unpleasant situations with students and their parents.
  • SOUND!!! For some unknown reason (to me!) devices come with a beeping sound every time you hit a key. Thankfully, this sound can be easily turned off. Just look for MENU / SETTINGS/ SOUND – OFF. This is an excellent time to enlist those “digital natives” in your class to help everyone get their beeping sound turned off. In my experience the sound  bothers most of the students (hearing and hard of hearing ) as well and they are happy to comply.
  • CLEAR – It’s a good idea to point out the “clear” key. Some students turn the dictionary off and then on again every time they type an error and want to start the word over.
  • Point out which key to use when changing languages.
  • Demonstrate how use of the arrows brings up phrasal verbs and more uses of the words. Even “digital natives” usually don’t notice that one on their own.
  • Batteries – Electronic dictionaries that I’m familiar with run on three small, round and flat batteries. They last a long time, often more than a school year. You don’t plug them into the nearest socket every day, like a cell phone. I’ve had so many students that were astonished when their dictionary suddenly stopped working. It never occurs to them it might be the batteries! Some don’t even know where batteries are sold (or is that just some of my students?).  It’s a good idea to point this fact out. 

More to come – watch this space!

4 thoughts on “Myths & Tips: Using Electronic Dictionaries in the Classroom – Part Two”

  1. Thanks for all the important tips! I imagine you have yet to work with the scanning pen that was just approved for this coming year?

    1. Glad you find them helpful, Julia!
      A few more posts to come.
      I only worked with the very first model of the scanning pen many years ago, and then it wasn’t allowed even for kids with accomodations.

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