Using Technology Tools to Improve Language Acquisition in Elementary English Language Learners

1. Using Technology Tools to Improve Language Acquisition in Elementary English Language Learners Megan Veling California State University Sacramento Graduate Studies Program for Educational Technology

2. What is the significance? ELL present in virtually every classroom Technology present but not used Newcomers at my site in particular, thrown into mainstream classrooms Without proper teaching tools and intervention techniques chance of success is constantly depleting Often viewed as overwhelming and a burden, rather than an opportunity to help a student succeed When the right technology tool is implemented correctly it can become an invaluable teaching tool Research Question: Does implementing Imagine Learning into a student’s curriculum affect their language acquisition? Why this research was conducted

3. Overview of Research • Fall 2012 an elementary school in southern California • ELD Groups • Imagine Learning software • Select group of 26 ELL students • How progress was monitored • Statement of the Problem: The purpose of this study was to explore the impact that the implementation of a technology assisted software would have upon a group of English language learners and to determine if their language skills increased after a period of time of exposure to this software. Analysis of data determined the impact that this assistive technology had upon the selected group of ELL students and their language acquisition skills.

4. Technology Tool ImagineLearning • Software license purchased • Individualized for each student; fade technology • What the student participants do • Progress reports • http://www.imaginelearning.com/

5. Data Collection and Analysis • Case study approach: each student’s progress monitored through the Imagine Learning software • Reports generated monthly for four months • CELDT scores were reviewed and compared to previous year • Anonymous survey to gage whether students were enjoying the program or not

6. Results Analysis of students’ scores showed that 100% of students’ scores in word recognition, reading comprehension, and listening comprehension increased The average word recognition score at the first progress report was a score of 79.25% and the average word recognition score at the final progress report was a score of 88.65%. CELDT scores of each participating student were reviewed and studied. At the beginning of this case study the average CELDT reading score of the participants was 1.47 and after participating in the Imagine Learning program the same group of students average CELDT reading score increased to 2.60 Did the technology tool work?

7. Students’ Average Score for Word Recognition Comparison of the average month one score for word recognition compared to the average word recognition score for month 4 Increase from 79.25% average to 88.65% average

8. Comparison of 2012 CELDT scores to 2013 CELDT scores The average reading and listening scores for the 2012 school year were compared to the average reading and listening scores for the 2013 school year. The range for the CELDT test is 1-5. Increase from 1.47 average to 2.60 average

9. Conclusions • Results similar to findings in similar studies of ELL students in elementary schools • Technology provides an additional platform for ELL students to learn and fully grasp the content they are being presented • Through the use of the technology tool Imagine Learning the participants in this study were able to increase their language acquisition skills, reflected in their progress reports and CELDT scores • All the participants of this study had a positive experience using this technology tool, which will allow them to eagerly interact with technology in the future • Results of this study determined that when technology is implemented in the proper way it can positively affect ELL students.

10. Contact Information • Megan Veling • meganv-10@sandiego.edu • Imagine Learning • imaginelearning,com or 1.866.377.5071