integrating technology in the esl classroom

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Integrating Technology in the ESL Classroom By: Lorraine Vazquez Fall’12/Spring ‘13 Dr. O’Conner-Petruso

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Integrating Technology in the ESL Classroom . By: Lorraine Vazquez Fall’12/Spring ‘13 Dr. O’Conner- Petruso. Table of Contents. Abstract ………………………………………………………………………..……………..3 Statement of the problem………………………………………………….………... 4 Review of related literature…………………………………………………...……5-6 - PowerPoint PPT Presentation

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Page 1: Integrating Technology in the ESL Classroom

Integrating Technology in the ESL

Classroom By: Lorraine Vazquez

Fall’12/Spring ‘13Dr. O’Conner-Petruso

Page 2: Integrating Technology in the ESL Classroom

Table of ContentsO Abstract ………………………………………………………………………..

……………..3 O Statement of the problem………………………………………………….

………... 4O Review of related literature…………………………………………………...

……5-6O Statement of the hypothesis

…………………………………………………………7O Methods……………………………………………………………………………………….

8O Participants…………………………………………………………………………….

8 O Instruments………………………………………………………………………….

…8O Experimental Design……………………………………………………………...

…..8 O Threats to Internal and External Validity……………………………………..

…..…9O Procedure………………………………………………………..

…………………..10O Results……………………………………………………………………………..……11-

14O Discussion…………………………………………………………………………………..1

5O Implications ………………………………………………………..…………………...

…..16O References……………………………………………………………………………….....

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Page 3: Integrating Technology in the ESL Classroom

Abstract O This Action Research Project focuses on the

implementation of technology into the curriculum on a daily basis to increase literacy levels for the ESL/ELL populations. This project was conducted at a pre-school located in Brooklyn, NY, with five – five year old English as a Second Language learning students. By using technology in the classroom to create digital stories, four times a week for forty-five minutes in the afternoons, the students we able to achieve higher scores in their vocabulary and grammar weekly test. The students were supplied with laptops and digital cameras to create their weekly digital-stories.

Page 4: Integrating Technology in the ESL Classroom

Statement of the problem

O The inclusion of technology in ESL/ELL classrooms when done correctly helps students achieve higher literacy and comprehension levels on their newly acquired language (Materson (n.d.) Morgan, 2008). This Action Research Project focuses on the implementation of technology into the curriculum on a daily basis to increase literacy levels for the ESL/ELL populations.

Page 5: Integrating Technology in the ESL Classroom

Review of Related LiteratureO Approximately 5 million ESL/ELL students were enrolled

in the 2003-2004 school year (McKeon, 2005). O With numbers this high teachers must find different

modalities of teaching. O It is no longer contained to a specific group, more

ESL/ELL students are joining the mainstream class. (Freedson-Gonzalez, Lucas, & Villegas, 2008, p. 129).

O We should not rule out any kind of technological tool which will enhance our behavioral objective.

O Students are growing in the 21st century, teachers bear the responsibility to not only prepare students with social and character skills, but also prepare them to work in the global age which necessitates literacy in the tools of technology.

Page 6: Integrating Technology in the ESL Classroom

Review of Literature cont.

O Students “need to hear language, write language, speak language, and read language” (Ybarra, 2003).

O Items like computers, tablets, podcast, radio, televisions and over head projectors can be used to enhance literacy.

O Carrol (2001) says that “teachers have been colonized by dominant models of technology, but do not use them effectively in the classroom” (p. 27).

O Teachers need to be trained more in order to use technology to its full capacity in the classroom.

O Morgan (2008) says that “money can be invested or wasted on technology if the teacher is not fully literate on the technology available”.

Page 7: Integrating Technology in the ESL Classroom

Statement of the HypothesisO HR- Incorporating digital stories in

class five times a week for forty-five minutes during the afternoon over a four week period will motivate five ESL prekindergarten students from an urban private pre-school in Brooklyn, New York to increase their literacy levels.

Page 8: Integrating Technology in the ESL Classroom

Methods O Participants-(N)- Five prekindergarten ESL/ELL

students from a private pre-school in Brooklyn, New York.

O Instruments- computers with internet, digital cameras, the world wide web.

O Experimental Design-this projects design fits the characteristics of a one- shot case study; it will be a single group that will be exposed to a treatment (x). This treatment will ultimately help the desired outcome through the completion of a designated project (o). The symbolic design would be: xo

Page 9: Integrating Technology in the ESL Classroom

Threats to Internal and External Validity

OHistory O Instrumentation OMortality OStatistical

RegressionODifferential

Selection of Subject

O Ecological Validity

O Generalizable Conditions

O Specificity of Variables

Page 10: Integrating Technology in the ESL Classroom

Procedures O Students were introduced to Digital Stories

in class the first week.O We then began to work on internet based

grammar and vocabulary building websites. O The children were then encouraged to pair

up and take pictures around the classroom, together we uploaded the pictures and were able to create stories based on their pictures. We used www.Animoto.com to create mini movies with their pictures.

O Every Friday the children took a grammar and vocabulary test online.

Page 11: Integrating Technology in the ESL Classroom

Grammar Results A B C D E

week 1 4 4 3 6 5week 2 6 6 5 8 7week 3 8 7 9 8 9week 4 10 9 9 9 10

Student Grammar Weekly Test Scores

A B C D E0

2

4

6

8

10

12

Weekly Grammar Scores

week 1 week 2week 3week 4

Student Weekly Grammar Scores

Grammar Scores

Page 12: Integrating Technology in the ESL Classroom

Students A Grammar Correlations

Amount of weeks on computers

Student A grammar test scores

1 42 63 84 10

0.5 1 1.5 2 2.5 3 3.5 4 4.502468

1012

Relationship Between Time Spent on Computers and Grammar Scores

Series1Linear (Series1)

Amount of Time Spent on Computers

Stud

ent

A G

ram

mar

Sco

res

This Graph shows a positive excellent correlation of rxy=1. This shows that the more time the student spent on the computers the better his grammar skills were.

Page 13: Integrating Technology in the ESL Classroom

Vocabulary Results

A B C D E Week 1 5 4 4 7 6Week 2 6 6 5 6 4Week 3 8 9 7 9 6Week 4 10 9 9 10 8

Student Weekly Vocabulary Scores

A B C D E 0

2

4

6

8

10

12

Weekly Vocabulary Scores

Week 1Week 2 Week 3Week 4

Student Weekly Vocabulary Scores

Vocabulary Scores

Page 14: Integrating Technology in the ESL Classroom

Student C Vocabulary Correlations

This Graph shows a positive correlation of rxy= 0.989778. This shows that the more time the student spent on the computers the better his vocabulary skills were.

Amount of weeks on computers

Student C vocabulary test scores

1 4

2 53 74 9 0.5 1 1.5 2 2.5 3 3.5 4 4.5

0123456789

10

Relationship Between the Amount of Time Spent on Computers and Vocabulary Scores

Series1Linear (Series1)

Amount of Time Spent on Computers

Stud

ent C

Voc

abul

ary

Scor

es

Page 15: Integrating Technology in the ESL Classroom

Discussions O Based on the results collected from

the weekly grammar and vocabulary test the children show an improvement on their literacy skills.

O The more time the children spent using the technology available the higher their levels were.

O The children were able to use their imagination to create stories based on their pictures.

Page 16: Integrating Technology in the ESL Classroom

ImplicationsO After being exposed to technology this

group of children will be able to create longer digital stories.

O The children can use the internet as a resource in class.

O The children will further develop their technology literacy skills if more time and resources are supplied in our public and private schools.

O Children in the Early Childhood sector need a bigger exposure to technology.

Page 17: Integrating Technology in the ESL Classroom

References Carroll, J., (2011). From encyclopedias to search engines: technological change and its impact on literacy learning. Literacy Leaning: the Middle Years, 19(2), 27-31.Coulter, C., Faltis, C. (2008). Teaching English Learners and Immigrant Students in Secondary Schools. (1) 28-29. Freedson-Gonzalez, M., Lucas, V. & Villegas, A. (2008). Linguistically responsive teacher education. Journal of Teacher Education, 59(4), 361-373.Lee,R. (2006). Effective learning outcomes of ESL elementary and secondary school students utilizing educational technology infused with constructive Pedagogy. International Journal of Instructional Media, 33, 87-93.Materson, M., (n.d.) Use of technology with ESL students. Retrieved from: www.gsu.edu/~mstmbs/IT8420/F99/MaryM1.html Morgan, M., (2008). More productive use of technology in the ESL/EFL classroom. The Internet TESL Journal, 14(7). Retrieved from:

http://iteslj.org/Articles/Morgan-Technology.htmlO’Connor-Petruso, S. (2010). Descriptive Statistic Threats Validity (power point slides).

Retrieved from: https://bbhosted.cuny.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_50_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_829166_1%26url%3DYbarra, R., (2003) Using technology to help ESL/EFL students develop language skills . The Internet TESL Journal, 4(3), Retrieved from:

www.//iteslj.org/Articles/Ybarra-Technology.html