The Digital Learning Classroom: Improving English Language Learners' Academic Success in Mathematics and Reading Using Interactive Whiteboard Technology

Autor/in	Lopez, Omar S.
Titel	The Digital Learning Classroom: Improving English Language Learners' Academic Success in Mathematics and Reading Using Interactive Whiteboard Technology
Quelle	In: Computers & Education, 54 (2010) 4, S.901-915 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.09.019
Schlagwörter	Quasiexperimental Design; Mathematics Achievement; Academic Achievement; Second Language Learning; Program Effectiveness; Grade 5; Grade 3; English (Second Language); Program Evaluation; Achievement Gap; Mathematics Instruction; Reading Instruction; Reading Achievement; Comparative Analysis; Program Implementation; Educational Technology; Computer Assisted Instruction; High Stakes Tests; Visual Aids; Instructional Effectiveness; Texas + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Zweitsprachenerwerb; School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03; English as second language; English; Second Language; Englisch als Zweitsprache; Programme evaluation; Programmevaluation; Mathematics lessons; Mathematikunterricht; Leseunterricht; Leseleistung; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Anschauungsmaterial; Unterrichtserfolg
Abstract	This study presents the findings from the first-year evaluation of the Round Rock Independent School District's (ISD) Digital Learning Classroom project, an initiative focused on the improvement of English Language Learners' (ELL) learning using interactive whiteboard (IWB) technology. An objective of the evaluation was to determine the extent IWB technology could foster performance parity in academic achievement between ELL and regular students, that is, reduce the student achievement gap between these two student groups in 3rd and 5th grade mathematics and reading. These grade levels and subjects were the primary focus of the project because students in grades 3 and 5 that do not pass the state's standardized assessments in mathematics and reading cannot be promoted to the next grade level and therefore, these are "high stakes" tests for students. A second evaluation objective was to determine whether and the extent to which the Digital Learning Classroom could increase ELL students' academic learning relative to that of ELL students in traditional classrooms (i.e., without IWBs). Using a quasi-experimental design, the results strongly indicate that IWBs can foster performance parity thereby closing the achievement gap between ELL and regular students while increasing ELL student achievement. Pedagogical implications for teachers of ELL students within the context of Digital Learning Classroom project implementation are presented, as well as recommendations for future study of the Digital Learning Classroom in ELL classroom settings. (Contains 13 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10