Integrating Technology in the ESL Classroom

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

2. Table of Contents • Abstract ………………………………………………………………………..……………..3 • Statement of the problem………………………………………………….………... 4 • Review of related literature…………………………………………………...……5-6 • Statement of the hypothesis …………………………………………………………7 • Methods……………………………………………………………………………………….8 • Participants…………………………………………………………………………….8 • Instruments………………………………………………………………………….…8 • Experimental Design……………………………………………………………...…..8 • Threats to Internal and External Validity……………………………………..…..…9 • Procedure………………………………………………………..…………………..10 • Results……………………………………………………………………………..……11-14 • Discussion…………………………………………………………………………………..15 • Implications ………………………………………………………..…………………...…..16 • References……………………………………………………………………………….....17

3. Abstract • 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.

4. Statement of the problem • 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.

5. Review of Related Literature • Approximately 5 million ESL/ELL students were enrolled in the 2003-2004 school year (McKeon, 2005). • With numbers this high teachers must find different modalities of teaching. • 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). • We should not rule out any kind of technological tool which will enhance our behavioral objective. • 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.

6. Review of Literature cont. • Students “need to hear language, write language, speak language, and read language” (Ybarra, 2003). • Items like computers, tablets, podcast, radio, televisions and over head projectors can be used to enhance literacy. • Carrol (2001) says that “teachers have been colonized by dominant models of technology, but do not use them effectively in the classroom” (p. 27). • Teachers need to be trained more in order to use technology to its full capacity in the classroom. • Morgan (2008) says that “money can be invested or wasted on technology if the teacher is not fully literate on the technology available”.

7. Statement of the Hypothesis • 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.

8. Methods • Participants-(N)- Five prekindergarten ESL/ELL students from a private pre-school in Brooklyn, New York. • Instruments- computers with internet, digital cameras, the world wide web. • 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

9. Threats to Internal and External Validity • History • Instrumentation • Mortality • Statistical Regression • Differential Selection of Subject • Ecological Validity • Generalizable Conditions • Specificity of Variables

10. Procedures • Students were introduced to Digital Stories in class the first week. • We then began to work on internet based grammar and vocabulary building websites. • 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. • Every Friday the children took a grammar and vocabulary test online.

11. Grammar Results Student Grammar Weekly Test Scores

12. Students A Grammar Correlations 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.

13. Vocabulary Results Student Weekly Vocabulary Scores

14. 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.

15. Discussions • Based on the results collected from the weekly grammar and vocabulary test the children show an improvement on their literacy skills. • The more time the children spent using the technology available the higher their levels were. • The children were able to use their imagination to create stories based on their pictures.

16. Implications • After being exposed to technology this group of children will be able to create longer digital stories. • The children can use the internet as a resource in class. • The children will further develop their technology literacy skills if more time and resources are supplied in our public and private schools. • Children in the Early Childhood sector need a bigger exposure to technology.

17. 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.html O’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%3D Ybarra, 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