I Get to Use an iPod in School? Using Technology-Based Advance Organizers to Support the Academic Success of English Learners

Abstract

This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in their ability to access the dense academic language and concepts provided in SITP's English only curriculum, thus negatively impacting ELs' engagement and learning. The TBAOs were designed in response to this issue. The study investigated two forms of treatment: TBAOs viewed on individual handheld mobile devices (HMDs), specifically iPods; and, TBAOs viewed as a whole class on DVD. The study utilized both qualitative and quantitative data sources, including a pre-and posttest, hands-on and performance-based assessments, as well as focus interviews. Results showed a significant interaction effect between group assignment, language status and application assessments, indicating ELs performed significantly better in the treatment groups. Students who used the HMD instead of the DVD or no treatment improved their total scores significantly on hands-on, performance-based measurements. Differences between treatment and control groups' performance on pre-/posttests approached significance. Furthermore, students reported TBAOs supported learning by introducing new material, introducing and reviewing daily academic vocabulary, and helping them anticipate behavioral and procedural expectations of hands-on activities. Classroom and museum educators reported an increase in the treatment groups' motivation and engagement. The study provided important implications in the use and power of learner-controlled technology in supporting ELs' linguistic and academic success.

A Review of the Literature on the Integration of Technology into the Learning and Teaching of English Language Skills

“…According to Billings and Mathison (2011), there are two reasons that educational technologies assist in raising learners' achievement. The first reason is that they perform a very good job of engaging the learners in the material.…”

Technology in Teaching English Language Learners: The Case of Three Middle School Teachers

“…Digital board use for vocabulary learning and reviewing expands ELLs' vocabulary, and Photostory presentations help ELLs practice research and speaking skills (Hur & Suh, 2012). Advance organizers displayed on iPods support ELLs' academic knowledge and increase their engagement (Billings & Mathison, 2012), and computer-assisted language learning increases student engagement (Felix, 2005).…”

Increasing middle school students’ awareness and interest in manufacturing through digital game‐based learning (DGBL)

“…The idea that manufacturing is closely related to economic activities is evidently represented, even though its relationship with costs and revenues was not provided. Eventually, the description of manufacturing equipment and activities (e.g., design of the product, testing) was FIGURE 7 Economic Aspects: Pre-and post-drawings of a girl aged 11 (1) FIGURE 8 Economic Aspects: Pre-and post-drawings of a girl aged 11 (2) usually correctly represented, confirming the view of the factory as an organized and labor-intensive place. The results of the pre-STEM Semantics Survey show an initial level of interest toward manufacturing that is significantly lower than that toward Science, Mathematics, and Technology.…”

“…)Ecological settingsPresence(1) or absence (0) of some kind of ecological element. Presence of ecological settings for the factory (e.g., alternative forms of energy, containment of the emissions), the machineries (e.g., advanced eco-efficient equipment) or the products (e.g., advanced eco-friendly products) present, check if their working conditions are Safe(1) or Unsafe (1), or if there isn't any explicit reference to it (0). Safe Working Conditions include for example the description of a clean/wealthy workplace, while Unsafe Working Conditions include for example the description of a dirty/dangerous workplace.…”