Urena Research

Back to Inspiration

ELL's & Tech Urena Home Learn More Standards Inspiration About the Author

The Impact of Digitally Collaborative Activities on English Language Learners

The following poster encompasses my capstone project. Click on the poster to be able to read the content:

Research Paper

The research paper below provides details on my first round of the action research study:

Institutional Review Board

The application was submitted to Touro University in order to conduct my action research study:

Round 1

In the first round of my action research study I wanted to explore the use of different digital tools in my classroom and how they supported my students, especially my ELL's. I first created a google form survey in order to get a better perspective on how much technology students have used before entering my math 1 class. Students took a pre-test. I then introduced students to the graphing calculator function through Desmos, the messaging Remind application and provided them with a Google document and slide template. Students choose one of the two templates in order to complete the Exponential Functions project. Students worked in pairs. The control group did the same project but with no technology. At the end of the project students took a post-test. The results in both groups were positive as seen in the graphic below. There were also great feedback received from students after they completed a post-survey about their experience throughout the project and the use of technology and working with a classmate.

$Picture$

Here are some responses that ELL's provided through the post-survey on their use of technology:

“Technologies really helped me, it was useful whenever I could research, such as a formula or a tool, really quickly when I needed it.” (trans.)
“…when it came to the communication part of it i had to snapchat my partner and let her know what part she should do and what i needed help with.”

Round 2

After conducting the first round of research I wanted to explore the idea of having students use the same tools but now extend the communication aspect of this project. I also provided students with videos I created using Screencastify. Students took Cornell note style notes by watching these videos. Students then downloaded the Flipgrid application or use the Flipgrid website to upload recorded videos of themselves to showcase reflections on activities they did in class. I had students begin practicing uploading videos and getting familiar with the application by creating 30 to 60 second videos. These videos were of them reflecting of why they like/dislike taking video notes. Here is a video of one and only ELL that uploaded a video:

Only 8 out of 34 students uploaded videos for this assignment. I tried this two more times for other activities and the numbers declined. Students provided me information like:

"I don't like how other people can see my videos."
"I don't like recording myself."

This was the same pattern for the videos I had students watch at home in order to take notes. Out of 34 students only 10 would take notes on a consistent basis. Technology was not a factor, since Napa High works closely to make sure we are at a 1-1 ratio and in my treatment class every student at least had a laptop or a cellphone to upload Flipgrid videos or watch videos to take notes.

Research Paper Presentation Video

Literature Review

A long-term experiment to investigate the relationships between high school students' perceptions of mobile learning and peer interaction and higher-order thinking tendencies, 2017 Hwang, Lai, Liang, Chu & Tsai

Connections between secondary mathematics teachers' beliefs and their selection of tasks for English language learners. 2017 Zandra de Araujo

Middle School Student Perceptions and Actual Use of Mobile Devices: Highlighting Disconnects in Student Planned and Actal usage of Mobile Devices in Class, 2016 Bartholomew & Reeve

How Students Communicate Mathematical Ideas: An Examination of Multimodal Writing Using Digital Technologies, 2016 Freeman, Higgins & Horney

When Each one Has One: The Influences on Teaching Strategies and Student Achievement of Using Laptops in the Classroom, 2003 Lowther, Ross & Morrison

English Language Learners in a Digital Classroom, 2017 Johanna Prince

Design Process

Support and Next Steps