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Classroom response system-mediated science learning with English language learners

机译：课堂反应系统介导的英语学习者科学学习

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摘要

We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate pedagogies, CRS integration can provide learners with additional opportunities to become active participants and agents in their own learning by supporting teachers in reshaping their discourse patterns. We highlight how the CRS led to greater engagement by supporting a shift in the rhythm and participation structures of discourse. Implications for use in classroom settings by teachers with a range of expertise in instructional technology are provided.
机译：我们报告了一个案例研究，该案例研究了在一家庇护的英国高中科学部门对电力的适应对话语模式的影响。这里的重点是在英语学习者（尤其是讲西班牙语的人）中发展科学素养方面，该工具，教室响应系统（CRS）如何影响访问和参与教室讨论。结果表明，通过适当的教学法，CRS集成可以为学习者提供更多机会，通过支持教师重塑他们的话语模式来成为他们自己的学习中的积极参与者和推动者。我们强调通过支持话语节奏和参与结构的转变，CRS如何导致更大的参与度。提供了在教学技术领域具有广泛专业知识的教师在教室环境中使用的含义。

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