Presentation on theme: "Using Technology to Enhance Literacy of ELLs Clara Norales ED 7202T Dr. Sharon A. OConnor-Petruso Fall 2012."— Presentation transcript:
Using Technology to Enhance Literacy of ELLs Clara Norales ED 7202T Dr. Sharon A. OConnor-Petruso Fall 2012
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
Statement of the Problem * ELLs 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).
Review of Related Literature Review of Related Literature Supporting Theorist: *The World Wide Web has great potential for providing ELLs the visual and aural stimulation to render new concepts more comprehensible (Cummings, 2009). *According to Vygotskys (1978) sociocultural theory, learning is facilitated through interaction with the social environment (interpersonal learning) rather than intrapersonal learning.
Review of Related Literature Pros: 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).
Review of Related Literature Cons: Cons: Technical Difficulties: Technology doesnt 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).
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 students literacy levels as measured by test scores in the English Language Arts test.
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
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
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
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.
Implications 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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