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Technology Integration and English Language Learners

机译：技术整合与英语学习者

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摘要

The purpose of this study was to examine teachers' levels of mobile device implementation and any measured differences in English Language Learners' (ELLs') performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers' reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students' overall performance.
机译：这项研究的目的是检查教师的移动设备实施水平以及在每种ACCESS考试方式中英语学习者（ELL）表现的任何测量差异。研究人员经常支持在教室中使用移动设备，但这项研究之所以独特，是因为它结合了如何仅专注于ELL的语言开发，如何将教室置于SAMR频谱上以及如何在每个阶段分析学生表现通过ACCESS测验（Budiman，2014; Donahue，2014; Marek，2014; Mulcahy，2017）衡量的模态。本研究包括37个教室和相应的幼儿园至四年级的老师。在2016-2017学年，参与者在具有一对一移动设备比率和高ELL人口的地区教书。根据调查结果，教师报告的教学方法使学生了解了每个教室中学生的SAMR频谱水平。然后使用ANOVA以及需要时进行的其他TUKEY测试，将SAMR的教学水平与每种方式中的学生ACCESS得分进行比较。该研究仅产生了一项具有统计学意义的方差分析结果。在三年级的听力中，SAMR的第一级教室与SAMR的第三级教室有统计学差异，但没有第四级的教室（在特定数据集中不存在SAMR的零级和第二级教室）。在阅读，口语，听力或写作方式以及学生的整体表现方面，没有其他数据集在SAMR教学水平和ACCESS得分之间产生统计学上显着的结果。

著录项

  • 作者

    Carter, Joshua James.;

  • 作者单位

    Lindenwood University.;

  • 授予单位 Lindenwood University.;
  • 学科 English as a second language.;Educational tests measurements.;Educational technology.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 166 p.
  • 总页数 166
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 预防医学、卫生学;
  • 关键词

  • 入库时间 2022-08-17 11:54:22

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