Thesis Project

Technology Makes Learning More Accessible to Students Learning English

A Project
Presented to the
Faculty of
California State University,
San Bernardino

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts
in
Education:
Instructional Technology

by
Debora Jean Griffin

June 2008

Technology Makes Learning More Accessible to Students Learning English

A Project
Presented to the
Faculty of
California State University,
San Bernardino

by
Debora Jean Griffin

June 2008

Approved by:

, First Reader Date

, Second Reader

Ó 2003 First, Middle, and Last Name

ABSTRACT

ACKNOWLEDGMENTS

DEDICATION

TABLE OF CONTENTS

11

CHAPTER ONE
BACKGROUND

Introduction

Statement of the Problem

The analysis for this project was performed by collecting information from high school English-language learners and English teachers at Norte Vista High School. Their contributions were validated by the California Department of Education website and a literature review. In 2006, the number of English-language learners passing the California High School Exit Exam (CAHSEE) is only 34 percent, which is down from 46 percent in 2005. These numbers show that English-learning students passing rate for both English Language Arts and math exams are currently declining (see Tables 1 & 2). English-language learners are the only subgroup to have declining scores on the CAHSEE.

There is a significant achievement gap between English-language learners and the remaining student population. This trend is tragic for many English-learning students. Obviously, English-language learners need technology to improve their English skills quickly and efficiently.

Purpose of the Project

The purpose of the project was to develop a methodology to help English-learning students achieve academic success. After working with these students everyday, it became evident that simply teaching English in the traditional manner was not meeting the needs of these students. English-learning students are facing many difficulties and as educators we must find ways to make learning more accessible.

Significance of the Project

This study is significant for a variety of reasons. There are many types of technology available to teachers and students. However, teachers often assume they are effective before there is evidence that proves it is effective. This project is focused on determining if technology makes learning more accessible. Also, since this study focuses towards Web Quests, online research projects, and online resume projects, I discovered that there isn’t much research at this time that supports the effectiveness or ineffectiveness of these activities. This study will help to determine the effectiveness of these three formats on a small scale.

Research Questions

1. Can technology make learning more accessible to English-learning students?

2. Does technology increase motivation and learning for English-learners?

Limitations

During the development of the project, a number of limitations were noted. These limitations are presented in the next section.

Definition of Terms

The following terms are defined as they apply to the project.

* Dead Link is a link on the World Wide Web that points to a web page or server that is permanently unavailable. The most common result of a dead link is a 404 error, which indicates that the web server responded, but the specific page could not be found.

*iPod is a brand of portable media players designed

and marketed by Apple and launched on October 23, 2001.

* MP3, is a digital audio encoding format using a

form of lossy data compression. It is a common audio

format for consumer audio storage, as well as a de facto

standard encoding for the transfer and playback of music

on digital audio players.

*Web Quest is an inquiry-oriented online tool for

learning. It is a classroom-based lesson in which most or

all of the information that students explore and evaluate

comes from the World Wide Web. Beyond that, Web Quests can

be as short as a single class period or as long as a

month-long unit. They usually involve group work, with

division of labor among students who take on specific

roles. Web Quests are built around resources that are

preselected by the teacher. Students spend their time

using information, not looking for it.

CHAPTER TWO
REVIEW OF THE LITERATURE

Introduction

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 iPods 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 United States has more than doubled in the past 15 years. When you mix these English-language learners with the demands of the No Child Left Behind Act, the educational achievement gap becomes quite obvious. As educators we must use the most effective and efficient ways to reach often low performing English-learning students. Since technology is the universal language it is therefore an essential element for academic achievement for English-language learners. According to Walters (2007) “The one tool that translates in all dialects is computer technology” (p. 34). English-language learners need to quickly develop listening, speaking, and reading skills. This is the reason many software programs take text-heavy information and try to make it more accessible to English-learning students by using graphics, animation, and video. Hopefully, this technology will take learning for these students beyond simply memorizing and passing vocabulary tests into actually using these words in their academic writing.

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 Pepperdine University learn of adult students using Instant Messaging during class discussions, the first response of faculty members is to regain control and continue with traditional classroom protocol. Sparks (2006) concludes, “Clearly, our students [are] the true educational innovators, even if unwittingly. They have taken a new communication tool and enriched their learning environment. Sparks (2006) goes on to state, “Control of online learning environments has shifted to students.” As new technology presents itself, we must assess its usability in our classrooms.

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.

Summary

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.

CHAPTER THREE
METHODOLOGY

Introduction

Chapter Three documents the steps used in developing the project. Specifically,

Population Served

Data Collection

Data Analysis

Summary

CHAPTER FOUR:
RESULTS AND DISCUSSION

Introduction

Included in Chapter Four was a presentation of the result of completing the project. Further, the

Presentation of the Findings

Discussion of the Findings

Summary

Table 1.
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Figure 1.
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CHAPTER FIVE:
CONCLUSIONS AND RECOMMENDATIONS

Introduction

Included in Chapter Five was a presentation of the conclusions gleamed as a result of completing the project. Further, the recommendations extracted from the project are presented. Lastly, the Chapter concludes with a summary

Conclusions

The conclusions extracted from the project follows.

1.

Recommendations

The recommendations resulting from the project follows.

1.

Summary

Chapter Five reviewed the conclusions extracted from the project. Lastly, the recommendations derived from the project were presented.

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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 January 22, 2008.

Dooley, K.E., Lindner, Telg, R.W., Irani, T., J.R., Moore, L. & Lundy, L. (2007). Roadmap to measuring distance education instructional design competencies. Quarterly Review of Distance Education, 8(2), 151-159. Retrieved January 22, 2008.

Engelert, C.S., Zhao, Y., Dunsmore, K., Collings, N.Y., & Wolbers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: using an internet-based technology to improve performance. Learning Disability Quarterly, 30, 9-29. Retrieved January 22, 2008.

Goldberg, A., O’Connor, K., & Russell, M. (2003). Computer-based testing and validity: a look back into the future. Assessment in Education, 10(3), 1-19. Retrieved January 22, 2008 from Wilson Web database.

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Knight, M, Huttlinger, C., Carlson, B. & Cunningham, C. (2006). Engineering in the classroom: a low-tech, local approach. The Technology Teacher, 18-21. Retrieved January 22, 2008.

Langhorst, E. (2007). After the bell, beyond the walls. Educational Leadership,64(8), 74-77. Retrieved January 22, 2008, from Wilson Web database.

Marino, M.T., Marino, E.C., & Shaw, S.F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Council for Exceptional Children, 38(6), 18-25. Retrieved January 22, 2008.

Mitchem, K., Kight, J., Fitzgerald, G., Koury, K., & Thitinun, B. (2007). Electronic performance support systems: an assistive technology tool for secondary students with mild disabilities, Journal of Special Education Technology, 22(2), 1-14. Retrieved January 22, 2008.

Moore, H.W. & Wilcox, M.J. (2006). Characteristics of early intervention practitioners and their confidence in the use of assistive technology. Topics of Early Childhood Special Education, 26(1), 15-23. Retrieved January 22, 2008.

O’Neil, K.W., Jones, P., Miller, S.P., Campbell, P., & Pierce, T. (2007). Comparing web-based to traditional instruction for teaching special education content. Teacher Education and Special Education, 30(1), 34-41. Retrieved January 22, 2008.

Patten, K.B., & Craig, D.V. (2007). iPods and English-language learners: a great combination. Teacher Librarian, 34(5), 40-44. Retrieved February 12, 2008.

Sparks, P., & Mentz, L. (2006). Electronic note passing:

Enriching online learning with new communications

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1-6. Retrieved January 22, 2008.

Walters, J.K. (2007). The universal language. T H E

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