Introduction
In 2016‑17, 21 percent (1.3 million) of California students were classified as English learners (LAO, 2018). An achievement gap exists between ELLs (English language learners) and non-ELLs. ELLs are scoring lower than their non-ELL peers on the Smarter Balanced Assessment Consortium (SBAC) (PPIC, 2015) and exhibit diminishing academic engagement the longer they remain in an EL program. The purpose of this study was to integrate Google Slides as a retelling tool into the ELD (English Language Development) curriculum and determine its effectiveness on student engagement and English development..
Materials and Methods
This study was conducted over a three day period in a class consisting of 8 fifth grade English language learners. A pre and posttest treatment was carried out to determine the effectiveness of using Google Slides as a retelling tool versus traditional retelling methods. The class met for thirty minutes at a time in a designated ELD environment. For data collection, a school district-approved writing rubric and student evaluations were used. Data collected was quantitatively and qualitatively analyzed.
Conclusions
Data collected did not reveal a significant effect on students’ English writing proficiency. However, the integration of technology did reveal positive effects on student engagement. When using the technology, students were engaged in the task at hand and exhibited the 4Cs of collaboration, communication, creativity and critical thinking. Further research is required to determine consistency of student growth. A larger sample size and a longer time frame for administering the treatments are also needed. Technology has become an everyday part of many students’ lives. Students communicate with and learn with technology on a daily basis. In order to promote and provide meaningful learning for our ELLs it is necessary to integrate technology for greater academic achievement.
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Jane Adams Gallagher
Graduate School of Education, Innovative Learning, Touro University- California
Literature cited
LAO (2018) Legislative Analyst’s Office.
http://www.lao.ca.gov/Publications/Report/3736
PPIC (2015) Public Policy Institute of California. http://www.ppic.org/blog/students-struggle-on-test-of-new-standards/
Schlechty, P. (2017). Levels of Engagement diagram. Retrieved from http://mrmck.wordpress.com/2015/01/ 28/schlechtys-levels-of-classroom-engagement-infographic
Zwiers, J. (2017). Academic Conversations: Classroom
Talk That Fosters Critical Thinking. Retrieved from
http://www.jeffzwiers.com/
Further Information and Acknowledgments
Thank you to Touro University, my family, Cohort 14 and friends
for your support, guidance and generosity. For more information please contact me at janeg@vacavilleusd.org or visit the Learning Innovation Lab website at http://www.learninginnovationlab.com/
What Are the Effects of Using Google Slides on Academic Engagement and English Proficiency for English Language Learners?
Observations made, while students were collaboratively working on their slides, showed them exhibiting high attention-high commitment levels (Schlechty, 2017). Students were heard saying,
Students collaborated with their peers and had conversations similar to those described by Zweirs. “Interactions such as conversations (and specifically academic conversations) are helping students to enhance and broaden their comprehension of a particular topic profoundly and in a meaningful way” (Zweirs, J., 2017). This is significant when determining the effectiveness of collaboration for English language proficiency.
Results
Figure 1 represents data collected from students’ written responses
using the analytical writing rubric. Although growth in written proficiency is minimal, the results warrant additional studies to determine the effectiveness of integrating Google Slides as a student retelling tool.
Figure 1.
“Can we
share this?”
“I listened
to directions.”
“I liked this topic.”