1. Clara Norales ED 7201T Dr. Sharon A. O’Connor-Petruso Fall 2011
Using Technology to Enhance Literacy of ELL’s
Clara Norales ED 7201T Dr. Sharon A. O’Connor-Petruso Fall 2011

2. Table of Content -Introduction -Statement of the Problem (Slide 3) -Supporting Theorist (Slide 4) -Pros (Slide 5-6) -Cons (Slide 7) -Instructional Strategies (Slide 8-9) - Statement of the Hypothesis (Slide 10) -Appendix (ces) (Slide 11-12) -References (Slide 13-14)

3. Statement of the Problem
* ELL’s are having a hard time when it comes to learning the English language.
* 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. (Dukes, 2005).
* Technology can also improve students’ motivation to learn (Butler-Pascoe,1997).

4. Supporting Theorist
*The World Wide Web has great potential for providing ELL’s the visual and aural stimulation to render new concepts more comprehensible (Cummings, 2009).
*According to Vygotsky’s (1978) sociocultural theory, learning is facilitated through interaction with the social environment (interpersonal learning) rather than intrapersonal learning.

5. Review of Related Literature
Pros:
Using technology with English Language Learners (ELL) enables students to construct meaning in a digital environment (Healey & Klinghammer, 2002).
Multimedia 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, ).
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).

6. 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).
Computers can also aide in vocabulary development as well as verbal language development (Green, 2005).

7. Review of Related Literature (continue)
Cons:
Technical Difficulties: Technology doesn’t always work. Computers crash, hardware fails, bulbs burn out…all when you least expect it. (Kuroneco, 2008)
In schools with access to technology, the computers most frequently remained underused or figuratively in the closet (Ware, 2008).
Teachers and pupils needs training in order to use the technology to its full potential (Higgins, Smith, Wall, & Miller, 2005).

8. Instructional Strategies
WebQuest are authentic Web-based environment that support inquiry learning (Lacina, 2004/2005).
WebQuest are Web-based interdisciplinary learning units that foster collaboration problem solving as students work on task.

9. Instructional Strategies (continue)
Interactive Whiteboards:
Students are motivated in lessons with IWB because of ‘the high level of interaction – students enjoy interacting physically with the board, manipulating text and images’ (Higgins et al, 2005).
IWB technology could foster performance parity in academic achievement between ELL and regular students (Lopez, 2009).

10. Statement of the Hypothesis
HR1: To integrate technology based instruction activities to fifteen sixth grade students, for 45 minutes per day over a four week period. This will increase student’s literacy levels as measured by test scores in the English Language Arts test.

11. Participants Two focus groups
One group: receive 45 minutes technology based instruction and activities daily.
One group: do not receive technology based instruction and activities daily.

12. Instruments

13. References
Ardeshiri, M., Cohen, Sarah & Cummins, J. (2008). Computer-Supported Scaffolding of Literacy Development. Pedagogies: An International Journal. 4, 4-21.
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),
Baturay, M., Daloglu, A., &Yildirim, S. (2009). Effects of Web-based Spaced Repetition on Vocabulary Retention of Foreign Language Learners. Eurasian Journal of Educational Research. 34,
Black, R.W. (2009). English Language Learners, Fan Communities, and 21st Century Skills. Journal of Adolescent & Adult Literacy. Volume 52 (8),
Cagiltay, K., Saran, M., & Seferoglu, G. (2009). Mobile Assisted Language Learning: English Pronunciation at Learners’ Fingertips. Eurasian Journal of Educational Research. 34,
Cummins, J. (2009). Transformative Multiliteracies Pedagogy: School-base Strategies for Closing the Achievement Gap. Multiple Voices foe Ethnically Diverse Exceptional Learners. Volume 11(2),
Cummins, J. (2011). Literacy Engagement – Fueling Academic Growth for English Learners. The Reading Teacher. Volume 65 (2),
Daud, N. M. & Husin, Z. (2004). Developing critical thinking skills in computer-aided extended reading classes. British Journal of Educational Technology. Volume 35 (4),
Dukes, C. (2005). Best Practices for Integrating Technology Into English Language Instruction. Seir-Tec News Wire. Volume 7 (6), 3-6.
Fitzgerald, G., Kelly, P, M.K., & Zha, S. (2006). An Investigation of Communicative Competence of ESL Students Using Electronic Disscussion Boards. Journal of Research on Technology in Education. Volume 38 (3),
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),
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.
Green, Timothy. (2005) Using Technology to Help English Language Students Develop Language Skills: A Home and School Connection. Multicultural Education. Winter 2005,
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,
Kuroneko, (2008). The Basics: Chalkboards, Flipcharts, Whiteboards, and Overhead Projectors. blog.classroomteacher.ca
Lacina, J. (2004/2005). Promoting Language Acquisitions: Technology and English Language Learners. Childhood Education. Volume 81 (2),

14. References (continue)
Li, J. (2010). Learning vocabulary via computer-assisted scaffolding for text processing. Computer Assisted Language Learning. Volume 23 (3),
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,
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),
Ranalli, J. (2008). Learning English with The Sims: exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning. Volume 21 (5),
Rance-Roney, J. (2010). Jump Starting Language and Schema for English Language Learners: Teacher-Composed Digital Jumpstarts for Academic Reading. Journal of Adolescent & Adult Literacy. Volume 53 (5),
Rubinstein-Avila, E., Sox, Amanda. (2009). WebQuests for English Language Learners: Essential Elements for Design. Journal of Adolescents and Adult Literacy. 53 (1),
Snyder, I. (1999). Literacy and technology studies: past, present, future. ACER Research Conference October 1999: Improving Literacy Learning
Son, J. (2007). Learners Experiences in Web-based Language Learning. Computer Assisted Language Learning. Volume 20(1),
Ware, P. (2008). Language Learners and Multimedia Literacy In and After School. Pedagogies: An International Journal. 3,
Warschauer, M. (2007). Laptops and Literacy: Learning in the Wireless Classroom. Journal of Literacy and Technology. Volume 8 (1),
White, E.L. & Gillard, S. (2011). Technology-Based Literacy Instruction for English Language Learners. Journal of College Teaching & Learning. Volume 8(6), 1-5.

15. Appendix A Consent Form Dear Parent/Guardian,
I am currently a graduate student at Brooklyn College. This semester I am in the process of completing an action research
project as part of the requirements of my Research I and II course. I would like for your child to be part of a study I will be
conducting. This study will not affect my duties as a teaching professional but rather the information gather will be useful in
helping me understand how the use of technology could increase students' literacy skills. If you decide to allow your child to
participate, he/she may be required to complete questionnaires, demographic surveys, and achievement measurements.
Any information obtained in connection with this study will remain confidential and will not be disclosed. If you have a
questions or concerns, please feel free to contact me at or Thank you in advance for
your cooperation and support.
 Sincerely,
Clara Norales   
I (parent/guardian) have read and understand the information provided above. I willingly agree to allow my child to participate in this research project.
__________________________________ _____________________
Parent/ Guardian signature Date

16. Appendix B Consent Form Dear Principal ____________________,
I am currently a graduate student at Brooklyn College. This semester I am in the process of completing an action research
project as part of the requirements of my Research course. I would like for my students to be part of a study I will be
conducting. This study will not affect my duties as a teaching professional but rather the information gather will be useful
in helping me understand how the use of technology could increase students' literacy skills. If parents decide to allow their
child to participate, he/she may be required to complete questionnaires, demographic surveys, and achievement
measurements.
Any information obtained in connection with this study will remain confidential and will not be disclosed. If you have a
questions or concerns, please feel free to contact me at or Thank you in advance
for your cooperation and support. 
Sincerely,
Clara Norales
I _____________________(principal) have read and understand the information provided above. I agree to allow Clara Norales to complete her action research project.
__________________________________ _____________________
Principal signature Date