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Using Technology to Enhance Literacy of ELL’s

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Presentation on theme: "Using Technology to Enhance Literacy of ELL’s"— Presentation transcript:

1 Using Technology to Enhance Literacy of ELL’s
Clara Norales ED 7202T Dr. Sharon A. O’Connor-Petruso Fall 2012

2 Table of Contents Introduction Statement of the Problem
Review of Related Literature Statement of the Hypothesis Methods Participants Instruments Experimental Design Procedure Results Discussion Implications

3 Statement of the Problem
* ELL’s are having a hard time when it comes to learning the English language. * The computer is an excellent resource for giving students the chance to practice English skills without worrying about the response of other classmates or even the teacher. (Dukes, 2005). * Technology can also improve students’ motivation to learn (Butler-Pascoe,1997).

4 Review of Related Literature
Supporting Theorist: *The World Wide Web has great potential for providing ELL’s the visual and aural stimulation to render new concepts more comprehensible (Cummings, 2009). *According to Vygotsky’s (1978) sociocultural theory, learning is facilitated through interaction with the social environment (interpersonal learning) rather than intrapersonal learning.

5 Review of Related Literature
Pros: *Using technology with English Language Learners (ELL) enables students to construct meaning in a digital environment (Healey & Klinghammer, 2002). *Computers can also aide in vocabulary development as well as verbal language development (Green, 2005).

6 Review of Related Literature
Cons: Technical Difficulties: Technology doesn’t always work. Computers crash, hardware fails, bulbs burn out…all when you least expect it. (Kuroneco, 2008) In schools with access to technology, the computers most frequently remained underused or figuratively in the closet (Ware, 2008). Teachers and pupils needs training in order to use the technology to its full potential (Higgins, Smith, Wall, & Miller, 2005).

7 Statement of the Hypothesis
HR1: To integrate technology based instruction activities to fifteen sixth grade students, for 45 minutes per day over a four week period. This will increase student’s literacy levels as measured by test scores in the English Language Arts test.

8 Participants 15 Sixth-Grade students attending P.S. X
in Brooklyn, N.Y. 9 males 6 females year olds Bilingual Self Contained 12 below reading level readers 3 on reading level

9 Instruments Consent forms: Principal, Teacher, Parent/Guardian
Surveys: Students’ Demographics, Technology Tests: ELA Reading (multiple choice), Listening, Writing. Technology Laptops with internet connection Electronic Storybooks - Educational Website – Achieve 3000

10 Experimental Design Pre-experimental design
One-Group Pretest-Posttest Design Single group is pretested by reading a traditional printed text Exposed to the treatment Reading electronic storybooks through the internet on classroom laptops Reading Comprehension through the internet Post-tested after exposure to the treatment Symbolic Design OXO

11 Threats to Internal/External Validity
* History * Maturation * Testing/Pre-Testing sensitization * Instrumentation * Mortality * Statistic Regression * Differential Selection of Subjects * Selection-Maturation interaction * Ecological Validity * Multiple Treatments * Experimental Effects * Specificity Variables

12 Procedure 2/20/12: Participants completed Student Surveys 1 and 2
2/27/12-/29/12: Pretest administered 2/27/12: Participants introduced to electronic storybooks 3/26/12 - 3/28/12: Posttest administered

13 Results Students Pre-Test Score % Post-Test Score % A 50 54 B 65 68 C
46 34 D 32 45 E 71 F G 55 66 H 47 I 48 42 J 49 K 53 L 52 24 M 37 N 56 O 36 Students Pre-Test % Post-Test % Percent Change % Mean 48 49 1 Median 47 52 Mode 46 34,54 Range 39

14 Results

15 Results: Correlations
rxy=0.20

16 Bell Curve

17 Discussion The result of this study did not support the original hypothesis which stated that the use of technology was going to help students increase their literacy levels as measured by test scores in the English Language Arts test.

18 Implications Conduct with same sample over a longer time period.
Posttest (multiple choice questions) may have been too difficult. Conduct during test preparation sessions.

19 References Ardeshiri, M., Cohen, Sarah & Cummins, J. (2008). Computer-Supported Scaffolding of Literacy Development. Pedagogies: An International Journal. 4, 4-21. Arslan, R.S., Sahin-Kizil, A. (2010). How can the use of blog software facilitates the writing process of English Language Learners? Computer Assisted Language Learning. Volume 23 (3), Baturay, M., Daloglu, A., &Yildirim, S. (2009). Effects of Web-based Spaced Repetition on Vocabulary Retention of Foreign Language Learners. Eurasian Journal of Educational Research. 34, Black, R.W. (2009). English Language Learners, Fan Communities, and 21st Century Skills. Journal of Adolescent & Adult Literacy. Volume 52 (8), Cagiltay, K., Saran, M., & Seferoglu, G. (2009). Mobile Assisted Language Learning: English Pronunciation at Learners’ Fingertips. Eurasian Journal of Educational Research. 34, Cummins, J. (2009). Transformative Multiliteracies Pedagogy: School-base Strategies for Closing the Achievement Gap. Multiple Voices foe Ethnically Diverse Exceptional Learners. Volume 11(2), Cummins, J. (2011). Literacy Engagement – Fueling Academic Growth for English Learners. The Reading Teacher. Volume 65 (2), Daud, N. M. & Husin, Z. (2004). Developing critical thinking skills in computer-aided extended reading classes. British Journal of Educational Technology. Volume 35 (4), Dukes, C. (2005). Best Practices for Integrating Technology Into English Language Instruction. Seir-Tec News Wire. Volume 7 (6), 3-6. Fitzgerald, G., Kelly, P, M.K., & Zha, S. (2006). An Investigation of Communicative Competence of ESL Students Using Electronic Disscussion Boards. Journal of Research on Technology in Education. Volume 38 (3), Foulger, T. S. & Jimenez-Silva, M. (2009). Enhancing the Writing Development of English Language Learners: Teaching Perceptions of Common Technology in Project-Based Learning. Journal of Research in Childhood Education. Volume 22 (2), Granoff, S. & Whiting, J. (2010) The Effects of Multimedia Input on Comprehension of a Short Story. TESL-EJ: Teaching English as a Second Language or Foreign Language. Volume 14 (2), 1-10. Green, Timothy. (2005) Using Technology to Help English Language Students Develop Language Skills: A Home and School Connection. Multicultural Education. Winter 2005, Higgins, S., Smith, H.J., Wall, K. & Miller, J. (2005). Interactive White Boards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning. Volume 21, Kuroneko, (2008). The Basics: Chalkboards, Flipcharts, Whiteboards, and Overhead Projectors. blog.classroomteacher.ca Lacina, J. (2004/2005). Promoting Language Acquisitions: Technology and English Language Learners. Childhood Education. Volume 81 (2),

20 Li, J. (2010). Learning vocabulary via computer-assisted scaffolding for text processing. Computer Assisted Language Learning. Volume 23 (3), Lopez, O. S. (2009). The Digital Learning Classroom: Improving English Language Learners’ academic Success in mathematics and reading using interactive whiteboard technology. Computers & Education. Volume 54, O,Connor-Petruso S. (2010). Descriptive Statistics Threats to Validity(Power Point Slides) Retrieved from Padron, Y. N. & Waxman, H.C. (1996). Improving the Teaching and Learning of English Language Learners through Instructional Technology. International Journal of Instructional Media. Volume 23 (4), Ranalli, J. (2008). Learning English with The Sims: exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning. Volume 21 (5), Rance-Roney, J. (2010). Jump Starting Language and Schema for English Language Learners: Teacher-Composed Digital Jumpstarts for Academic Reading. Journal of Adolescent & Adult Literacy. Volume 53 (5), Rubinstein-Avila, E., Sox, Amanda. (2009). WebQuests for English Language Learners: Essential Elements for Design. Journal of Adolescents and Adult Literacy. 53 (1), Snyder, I. (1999). Literacy and technology studies: past, present, future. ACER Research Conference October 1999: Improving Literacy Learning Son, J. (2007). Learners Experiences in Web-based Language Learning. Computer Assisted Language Learning. Volume 20(1), Ware, P. (2008). Language Learners and Multimedia Literacy In and After School. Pedagogies: An International Journal. 3, Warschauer, M. (2007). Laptops and Literacy: Learning in the Wireless Classroom. Journal of Literacy and Technology. Volume 8 (1), White, E.L. & Gillard, S. (2011). Technology-Based Literacy Instruction for English Language Learners. Journal of College Teaching & Learning. Volume 8(6), Buckle Down, New York, 2nd. Edition. (2011). English Language Arts, 6 grade. Triumph Learning Students Technology Survey,http://www.google.com/search?q=students+ technology+survey&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official& client=firefox-a


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