Technology for English-language Learners
Debora
ETEC 544
Table of Contents
Statement of the problem.............................................................................................. 3
Table 1: English Language Arts California High School Exit Exam 2005...................... 4
Table 2: English Language Arts California High School Exit Exam 2006...................... 5
Review of the Related Literature................................................................................. 8
Technology the Universal Language........................................................................... 9
Teacher Training and Prepardedness..................................................................... 10
Using iPods with English Language Learners......................................................... 11
Findings.......................................................................................................................... 12
Review of the analysis.................................................................................................. 12
Factors that the design should consider................................................................. 13
Measuring success........................................................................................................ 14
Design Phase.................................................................................................................. 15
Process:........................................................................................................................... 15
Design specifications:................................................................................................... 17
Rules that will guide Development:.......................................................................... 17
Design document template:........................................................................................ 18
Time line for development:......................................................................................... 19
References.......................................................................................................................................................... 21
Statement of the problem
This analysis was performed by collecting information from high school English language learners and English teachers at
There is a significant achievement gap between English-language learners and the remaining student population. This trend is tragic for many English-learning students. English-language learners need to have new, innovative ways to experience listening, speaking, reading, and writing skills in English. Obviously, one of the best methods to quickly and efficiently improve English skills is to use technology.
Table 1
| California High School Exit Examination | |
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| Number Tested | Number Passed | Percent Passed | Number Not Passed | Percent Not Passed | Mean Scaled Score |
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| All Students Tested | 696 | 432 | 62% | 264 | 38% | 361 |
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| Tenth | 452 | 352 | 78% | 100 | 22% | 373 |
| Eleventh | 244 | 80 | 33% | 164 | 67% | 337 |
| Twelfth | 0 | -- | --% | -- | --% | -- |
| Adult Students | 0 | -- | --% | -- | --% | -- |
| Unknown | 0 | -- | --% | -- | --% | -- |
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| Male | 336 | 195 | 58% | 141 | 42% | 357 |
| Female | 360 | 237 | 66% | 123 | 34% | 365 |
| Unknown | 0 | -- | --% | -- | --% | -- |
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| American Indian or | 2 | -- | --% | -- | --% | -- |
| Asian | 25 | 22 | 88% | 3 | 12% | 389 |
| Pacific Islander | 1 | -- | --% | -- | --% | -- |
| Filipino | 6 | -- | --% | -- | --% | -- |
| Hispanic or Latino | 528 | 310 | 59% | 218 | 41% | 357 |
| African American or Black (not of Hispanic origin) | 30 | 17 | 57% | 13 | 43% | 356 |
| White (not of Hispanic origin) | 103 | 77 | 75% | 26 | 25% | 376 |
| Declined to state | 1 | -- | --% | -- | --% | -- |
| Unknown | 0 | -- | --% | -- | --% | -- |
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| English Only Students | 247 | 176 | 71% | 71 | 29% | 370 |
| Initially Fluent English Proficient (IFEP) | 45 | 42 | 93% | 3 | 7% | 391 |
| Redesignated Fluent English Proficient (RFEP) | 60 | 55 | 92% | 5 | 8% | 393 |
| English Learner Students | 344 | 159 | 46% | 185 | 54% | 345 |
| Unknown | 0 | -- | --% | -- | --% | -- |
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| Non-Economically Disadvantaged Students | 222 | 173 | 78% | 49 | 22% | 373 |
| Economically Disadvantaged Students | 457 | 251 | 55% | 206 | 45% | 355 |
| Unknown | 17 | 8 | 47% | 9 | 53% | 349 |
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| Students Receiving Services | 71 | 12 | 17% | 59 | 83% | 323 |
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Table 2
| Demographic Summary | |
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| Number Tested | Number Passed | Percent Passed | Number Not Passed | Percent Not Passed | Mean Scaled Score |
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| All Students Tested | 947 | 480 | 51% | 467 | 49% | 352 |
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| Tenth | 511 | 378 | 74% | 133 | 26% | 370 |
| Eleventh | 273 | 69 | 25% | 204 | 75% | 332 |
| Twelfth | 163 | 33 | 20% | 130 | 80% | 329 |
| Adult Students | 0 | -- | --% | -- | --% | -- |
| Unknown | 0 | -- | --% | -- | --% | -- |
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| Male | 492 | 226 | 46% | 266 | 54% | 348 |
| Female | 455 | 254 | 56% | 201 | 44% | 356 |
| Unknown | 0 | -- | --% | -- | --% | -- |
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| American Indian or | 1 | -- | --% | -- | --% | -- |
| Asian | 12 | 7 | 58% | 5 | 42% | 368 |
| Pacific Islander | 4 | -- | --% | -- | --% | -- |
| Filipino | 4 | -- | --% | -- | --% | -- |
| Hispanic or Latino | 791 | 370 | 47% | 421 | 53% | 349 |
| African American or Black (not of Hispanic origin) | 24 | 16 | 67% | 8 | 33% | 352 |
| White (not of Hispanic origin) | 110 | 83 | 75% | 27 | 25% | 369 |
| Declined to state | 0 | -- | --% | -- | --% | -- |
| Unknown | 1 | -- | --% | -- | --% | -- |
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| English Only Students | 312 | 199 | 64% | 113 | 36% | 361 |
| Initially Fluent English Proficient (IFEP) | 40 | 32 | 80% | 8 | 20% | 380 |
| Redesignated Fluent English Proficient (RFEP) | 76 | 72 | 95% | 4 | 5% | 386 |
| English Learner Students | 519 | 177 | 34% | 342 | 66% | 339 |
| Unknown | 0 | -- | --% | -- | --% | -- |
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| Non-Economically Disadvantaged Students | 221 | 151 | 68% | 70 | 32% | 364 |
| Economically Disadvantaged Students | 687 | 313 | 46% | 374 | 54% | 349 |
| Unknown | 39 | 16 | 41% | 23 | 59% | 337 |
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| Students Receiving Services | 0 | -- | --% | -- | --% | -- |
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| Students Receiving Services | 170 | 31 | 18% | 139 | 82% | 326 |
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Review of the Related Literature
English-language learners face tremendous pressure in the academic arena. Not only do they have to master normal academic content, but they must do it in a language they have not mastered. Technology is changing the face of education and as educators we must find ways to utilize this technology to enhance the learning of our largest growing student population. The following review examines literature relating to technology as the universal language, teacher training and preparedness, and the use of iPod with English-language learners. As the availability of new technology increases, educators are resolute to determine the most effective ways to integrate these new programs into our delivery of content.
Technology the Universal Language
The number of immigrant students in the
Teacher Training and Preparedness
Teachers need to be prepared to respond to students with a variety of learning strategies. These strategies will enable teachers to better respond to students and meet their needs. Bonk (2006) provides us with a conceptual model for instructional designers to use in creating online learning experiences for diverse learners, through all phases of the learning process. This model, R2D2 stands for Read, Reflect, Display, and Do. The model demonstrates that many types of online learning materials and processes can be used in overlapping ways and at different stages of the learning process. All of these facets of education must be addressed to better prepare teachers for today’s traditional and virtual classrooms.
Teacher training and preparedness present many opportunities for educational research; as new situations present themselves researchers often decide to conduct studies. In a study conducted after college professors at
Using iPods with English-language Learners
Empowering English-language learners to take control over the direction and speed of their learning helps to integrate these students into academic and social worlds. According to Patten and Craig (2007) podcasting “enables teachers to upload lectures, materials, and presentations to a Podcasting service, where students can then download the information to their own iPod or MP3 player” (p.41). At this point, the student has complete control over the new material. The advantages of this format are countless including repeating lectures, reviewing material for tests, and allowing teachers to listen to their own lectures in order to improve on them.
Patten and Craig continue to explain, “Classroom teachers are experimenting with having students create Podcast presentations to share and critique” (p. 41). Other English-language learner uses include using the iPod as a language lab to record vocabulary, conduct question-and-answer conversations, check pronunciation, and store language exercises for instant replay.
Several advantages are beginning to emerge regarding Web-based instruction; individual pacing, flexibility, and a greater variety of activities. In a recent report, Langhorst (2007) found that “Students bring multiple learning styles to school, not everyone is best served through lecture-based content delivery and assessments based on written text” (p. 77). The disciplines of the classroom should reflect changes in the accessibility of information and have relativity to everyday applications. With the use of technology, teachers and students can access videos, current or past events, blogs, and in some cases, interact with authors or researchers themselves. Using this technology in a responsible, definitive manner requires strategic educational research and training.
Findings
Taken together, the results indicate that technology is one way to level the academic playing field for English-language learners. The many benefits certainly outweigh the negatives and it is time to make education accessible to everyone. It is obvious that technology in the classroom benefits English-language learners and teachers alike, but it will take students and teachers learning together about the virtual world in order to make the real world a better place for all students.
Review of the analysis
This analysis report consists of gathering data in the form of student questionnaires, teacher surveys, and a literature review. The students were asked for their opinions about what they thought would help them better learn to read, write, listen, and speak in English. Several students felt that CD programs would help, some wanted to watch movies in English, while others wanted to be able to use their iPods. Teacher surveys listed a lack of money, computer literacy skills, and not enough time to learn new technology skills as a major factor preventing the implementation of new technology.
Key factors the design should consider
The design for this project should consider creating a product where high school teachers can act as a facilitator rather that the sage on the stage. The product should include a variety of options from which students can choose depending on their level of confidence with speaking, reading, listening, and speaking in English in order to ensure student success. Success can only be measured over time. Results will have to be monitored over a period of 2 to 3 year period, as English-language learners enter high school. If high school teachers take responsibility for including technology into their curriculum, over time students will perform better on the exam. The product design will take into consideration high school teacher’s attitudes towards technology in general and help them effortlessly implement technology into their curriculum. Focusing on a variety of technology driven choices will specifically target the needs of English-language learners. After the analysis and after attending the Computer Using Educators (CUE) conference, I felt that the best way to involve students in learning English was to allow them to create their own movies. This would incorporate higher level thinking skills, allow for multiple learning styles, and help students be creative and successful. Success should be measured for each student by levels of participation and comprehension.
Design Phase
Process:
The instructional goal is to improve English-language learner’s performance both in the classroom and on the CAHSEE by exposing them to instructional material that increases performance in reading, writing, listening, and speaking in English. In order to assist students with these skills, consideration should be given to both the high school teachers and students desires; otherwise, the product will fail simply since we did not meet the minimum criteria. The students suggestions are English CD programs, movies, and podcasts, while the teachers are concerned with insufficient money, lack of training, and time as the major issues surrounding most new technologies.
The audience is high school English teachers and 9th – 12th grade high school English-language learners. English-language learners have stories to tell and interesting talents to share with others, yet they lack the necessary English vocabulary words to tell a story in a dynamic, meaningful way. As self-conscious high school students it is often difficult to take risks for fear of other students laughing at them. This often causes English-language learners to remain quiet, and therefore, their English skills do not improve.
The instructional material will be delivered in sections as English-language learners progress through the different steps of the project. Teachers will provide students with a timeline for each step of the process. The first step of the project will be for each student to decide exactly which story or personal narrative he/she wants to tell and then write it down. The second step will be to create a storyboard including text and illustrations. The third step will be to bring photos, postcards, magazine pictures, etc. to class in order to create a movie. Students can also send photos and pictures through their own email or to the teacher’s email. The fourth step will be to take the storyboard to the laptop computers and work in a program called Windows Movie Maker (Windows Movie Maker is a free product available on most PCs) where students will create an actual movie. Students will be able to scan pictures into the computer or download them from email to the Windows Movie Maker program. The students will manipulate the pictures, add text in English, add transitions, music, backgrounds, etc. to create a dynamic personal project, which will be shared with other students and other classes.
Using the teacher’s example, English-language learners will be able to demonstrate a sense of confidence after producing a personal narrative in the form of a movie. Learners will be able to draw from strategies and prior experience to create an engaging, informative or educational movie. Students will be able to assess their performance and be given constructive feedback from fellow classmates as to what was good about their movie and how to improve upon their movie.
The actual instrument used to deliver the narrative presentation will be a Windows Movie Maker movie. This instrument will be useable on any basic computer. Each movie will be uploaded to the classroom website for viewing enjoyment. Each movie will follow all copyright laws in regards to pictures and music.
Rules that will guide Development:
Students will have rules to follow in making each movie. Students will not be able to use inappropriate pictures or photos. They must be suitable for the academic school day. Appropriate standard American English must also be used, along with proper grammar, punctuation, and syntax. Copyright rules must be followed in regards to pictures and music. Students will be directed to use educational websites with free pictures such as pics4learning.com. Students will be given a timeline to follow in order to keep things moving at an acceptable pace.
Design document template:
The projects will be created in Windows Movie Maker program using photos, pictures, backgrounds, music, vocabulary and text. A personal narrative is the first project since it will be the most familiar to students. The basic content of each movie will be created in the Windows Movie Maker with a teacher facilitating and later applying the learned techniques in the classroom.
- First Objective: At the beginning of the project, the student will be able to write a narrative essay of at least 500 to 700 words. The student will demonstrate a command of standard American English and will organize and produce a final draft of the narrative.
- Secondary Objective: At the end of this project, the student will be able to present a movie to the class using the personal narrative as the storyboard.
- Final objective: At the end of this project, the student will receive constructive feedback and make some changes to the movie to make it better.
Timeline for development:
The development of the initial product took about one week. After discussing the needs of the targeted students’ population, a rough draft of the final product was produced using Windows Movie Maker. This initial draft was examined and revised by the researcher. After deciding on some changes regarding the layout and format of the proposed final product, work was begun on the final cut of the movie. Task was time consuming since researcher had to learn the functions of Windows Movie Maker. Things went very smoothly until try to send it to another location. The pictures and music files did not go with the package.
Although creating this kind of product does take a lot of time during the initial development phase, once the product is completed it can be used repeatedly without need for many changes.. Modifications can be made easily based on user feedback, so the upkeep on the product is minimal after the initial output is completed.
References
Bonk, C & Zhang, K. (2006). Introducing the R2D2 Model: Online learning for the diverse learners of this world. Distance Learning, 27 (2), 249-264. Retrieved
Langhorst, E. (2007). After the bell, beyond the walls. Educational Leadership,
64(8), 74-77. Retrieved
Patten, K.B., & Craig, D.V. (2007). iPods and English-language learners: a great
combination. Teacher Librarian, 34(5), 40-44. Retrieved
Sparks, P., & Mentz, L. (2006). Electronic note passing: Enriching online learning with
new communications tools. Journal of Online Learning and Teaching, 2(4), 1-6.
Retrieved
Walters, J.K. (2007). The universal language. T H E Journal, 34(1), 34-40. Retrieved
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