Presentation on theme: "Using Technology to Enhance Literacy of ELL’s"— Presentation transcript:
1Using Technology to Enhance Literacy of ELL’s Clara Norales ED 7202T Dr. Sharon A. O’Connor-Petruso Fall 2012
2Table of Contents Introduction Statement of the Problem Review of Related LiteratureStatement of the HypothesisMethodsParticipantsInstrumentsExperimental DesignProcedureResultsDiscussionImplications
3Statement 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).
4Review 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.
5Review 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).
6Review 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).
7Statement 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.
8Participants 15 Sixth-Grade students attending P.S. X in Brooklyn, N.Y.9 males6 femalesyear oldsBilingual Self Contained12 below reading level readers3 on reading level
9Instruments Consent forms: Principal, Teacher, Parent/Guardian Surveys: Students’ Demographics, TechnologyTests: ELA Reading (multiple choice), Listening, Writing.TechnologyLaptops with internet connectionElectronic Storybooks -Educational Website – Achieve 3000
10Experimental Design Pre-experimental design One-Group Pretest-Posttest DesignSingle group is pretested by reading a traditional printed textExposed to the treatmentReading electronic storybooks through the internet on classroom laptopsReading Comprehension through the internetPost-tested after exposure to the treatmentSymbolic DesignOXO
17DiscussionThe 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.
18Implications Conduct with same sample over a longer time period. Posttest (multiple choice questions) may have been too difficult.Conduct during test preparation sessions.
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