Clara Norales ED 7201T Dr. Sharon A. O’Connor- Petruso Fall 2011

1. Clara NoralesED 7201TDr. Sharon A. O’Connor-PetrusoFall 2011 • Using Technology to Enhance Literacy of ELL’s

2. Table of Content-Statement of the Problem-Review of Related Literature- Statement of the Hypothesis

3. Statement of the Problem It is no secret that ELL’s are having a hard time when it comes to learning the English language. Reason why I strongly believed that the incorporation of technology can enhance and speed up the learning process. According to Christina Dukes in her article titled Best Practices for Integrating Technology Into English Language Instruction “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. As Butler-Pascoe (1997) explains, the untiring, non-judgmental nature of the computer makes it an ideal tool to help second language learners feel sufficiently secure to make and correct their own errors without embarrassment or anxiety.” I also believe that technology can also improve students’ motivation to learn.

4. Review of Related Literature • Pros: • Using technology with English Language Learners (ELL) enables students to construct meaning in a digital environment.Teacherscan provide an environment in which learning is authentic and activities are interesting to students (Healey & Klinghammer, 2002). • Multimdeia technology can be specially helpful for ELL’s because it can facilitate auditory skill development by intergrading visual representation with sound and animation (Bermudez & Palubo, 1994; Mielke & Flores, 1992-93). • Web Quests are authentic Web based environment that support inquiry learning. According to Butler-Pascoe and Wiburg (2003), Web Quests contain: • A task that is meaningful and doable. • A process for completing the task, often in groups. • Information resources to support the task. • Guidance on how to organize the information acquired.

5. Review of Related Literature (continue) • Computers allows students to become active learners in a one to one environment. Computers can incorporate various learning strategies as well as accommodate a variety of learning styles (Green, 2005). • Pearman and Lefever-Davis (2006) found that CD-ROM storybooks could support reading comprehension for schoolchildren. Their work explored the use of the classroom computer; most relevant to the current research is the opportunity a CD-ROM provides to hear individual words in a text. • The most widely claimed advantage of IWBs (Interactive Whiteboards) is that they motivate pupils because lessons are more enjoyable and interesting. Resulting in improved attention and behavior (Beeland 2002).

6. Review of Related Literature (continue) • Cummins also has suggested that the World Wide Web has great potential for providing ELL’s the visual and aural stimulation to render new concepts more comprehensible. By giving ELL’s the opportunity to engage with new content knowledge in multiple modalities, students are more likely to expand their competencies as they “collect, internalize, and consolidate their knowledge of language and then use it powerfully to extend their intellectual horizons and personal identities” (Cummings, 2000). • Laptops help engage students in reading, software on laptops is utilized to help reading skills. Advantages for using computers in teaching writing skills are so compelling that many teachers in k-12 schools are trying them, even if it means rotating students to a few computers in the back of the room. • And Finally, the use of blogs enhances writing performance of students by providing opportunities for publishing writing drafts, receiving feedback from both the teacher and their friends, and enabling students to give feedback to their peers and to see their feedback.

7. Review of Related Literature (continue) • Cons: • Using a Digital (LCD / Data) Projector in the Classroom: Technical difficulties – technology doesn’t always work. Computers crash, hardware fails, bulbs burn-out… all when you least expect it. • Using a digital, interactive whiteboard (SMART Board) in the classroom: • Only 1 person at a time can use the SMART Board. • You have to move back and forth from the keyboard to the screen. • Hard to write. • The screen image and the SMART Board touch screen may get knocked out of alignment

8. Statement of the Hypothesis By integrating technology based activities within the literacy block, over a four week period to 15 sixth grade students at public school X in Brooklyn, New York, students will increase test scores in the English Language Arts curriculum.

9. References • Dukes, C. (2005). English Language Learners and Technology. Seir-Tec News Wire. Volume 7 (6), 6. • Snyder, I. (1999). Literacy and technology studies: past, present, future. ACER Research Conference October 1999: Improving Literacy Learning. 1-16. • White, E.L. & Gillard, S. (2011). Technology-Based Literacy Instruction for English Language Learners. Journal of College Teaching & Learning. Volume 8(6), 1-5. • Daud, N. M. & Husin, Z. (2004). Developing critical thinking skills in computer-aided extended reading classes. British Journal of Educational Technology. Volume 35 (4), 477-48. • Lacina, J. (2004/2005). Promoting Language Acquisitions: Technology and English Language Learners. Childhood Education. Volume 81 (2), 113-115. • 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), 109-124. • 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), 341-354. • Snyder, I. (1999). Literacy and technology studies: past, present, future. ACER Research Conference October 1999: Improving Literacy Learning. 1-16. • Lopez, Omar S. (2009). The Digital Learning Classroom: Improving English Language Learners’ academic Success in mathematics and reading using interactive whiteboard technology. Computers & Education. Volume 54, 901-915. • Green, Timothy. (2005) Using Technology to Help English Language Students Develop Language Skills: A Home and School Connection. Multicultural Education. Winter 2005, 56-59. • 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. • 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, 91-101. • Rubinstein-Avila, E., Sox, Amanda. (2009). WebQuests for English Language Learners: Essential Elements for Design. Journal of Adolescents and Adult Literacy. 53 (1), 38-48. • Warschauer, M. (2007). Laptops and Literacy: Learning in the Wireless Classroom. Journal of Literacy and Technoogy. Volume 8 (1), 49-53. • 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), 183-197.