Erika


 * Learning Community Mod 1**

I am interested in how teachers can better assist ESL learners through the use of technological tools (differentiated instruction); or from a different perspective, how technology can better assist ESL at their individual level and need.
 * Research Interest**

For the interest of my research study I am interested in Communications Theory and Human Computer Interaction. The choosing of these two theoretical foundations is based on the student population, English language learners, and their specific learning needs. "Nearly all learning involves language (Spector, 2008, p. 24). In the light of Spector's statement and my own personal observations of students lagging behind their English speaking peers, there is no wonder why this population find it difficult to meet the goals we have set out for them. The same goals that are placed on their English proficient speaking counter parts. "Language is fundamental to thinking and learning. (p. 24)" The second choice of Human Computer Interaction stems from my interest in using and pursuing methods utilizing technology in a way that each student will have a targeted focus or goal that is based on their own learning needs. The initial structure, time, and attention that is required for a non English speaking student in a English speaking classroom is enormous. This is where computers could be better utilized to the students individual proficiency level, not too low and not too high.
 * Theoretical Foundations**


 * Learning Community Mod 2**
 * Literature Review**

In what ways do students learn a new language? Understanding how students learn will better lead into what methods best meet their needs. For research studies, I would expect to find articles that reveal what programs are out there for teaching English Language Learners. Knowing what has been attempted provides a starting point so that I do not try strategies that have already proven unsuccessful.
 * Second Language Learning**

There are many forms of communication and means of building an understanding of a new language. It will be important to identify and nurture these skills. For research studies, I am looking to find examples that identify how second language learners acquire written and oral comprehensions skills
 * Language Acquisition**

Teaching English Language Learners (ESL) is not the same as teaching native English speakers. There are suggested methods that have worked; it will be important to identify what has and hasn't worked. For research studies, I am hoping to find ways have already been tried to instruct students in acquiring a second language; including methods, strategies, and tools.
 * Language Instruction**

Understanding the basis of English Language Learners struggles provides a starting point to better assist their learning needs. For research studies, I am anticipating finding studies that identify why English language learners struggle to become proficient in oral, written, and comprehension language.
 * ESL Struggles**

Identify what skills English Language Learners are lacking and what areas of need separate them from their peers. For research studies, I am expecting to find research that points to the means to overcome the barrier that face these children in the classroom setting.
 * ESL Needs**

Identify areas or tools that have increased student learning capacity. The premise of the research is to match English Language Learners with the technology that can best aid in their learning goals. For research studies, I am looking for finding instructional practice and routines that show how technology is useful tools in helping English Language Learners (ESL) acquire the skills to be proficient learners. The studies I find may not be directly related to ESL but provide a starting point for how technology can influence significant gains.
 * Technology and Learning**

Dalton and Grisham (2011) reviewed hands on vocabulary strategies useful to classroom instruction. These activities could be turned into a study looking at how the activities affected student learning.
 * Learning Community Mod 3**
 * Gap in the Research**

Lopez (2010) stated that there needs to be an increase in expectation of performance and proficiency for English Language Learners (ELL). There needs to be more examinations of instruction and approaches that can be used to engage ELL is meaningful ways.

There is a struggle in education to keep up with the technology trends, as well as equitability among schools across the nation (White & Gillard, 2011). A closer look at how and where funding sources are located to ensure the English Language Learners receives the same resources and educational opportunities.

In what ways is technology be used effectively in Elementary classroom settings? How can we further advance English Language Learners language acquisition using technology? When English Language Learners are exposed to technology based instruction how does their learning improve?
 * Research Questions**

English Language Learners are a growing population within the educational system. Their needs are great, which requires teachers to differentiate instruction, while targeting instruction using standards and curriculum to ensure test worthy performances. A growing trend in society, to some degree in schools, is technology. The focus of this study is on how technology can better assist ESL at their individual level and need.
 * Problem Statement**

Constructivism
 * Theory**

(Creswell, 2009, p 14)
 * Learning Community Mod 4**
 * **Research Methodology** ||  **Strengths**  ||  **Limitations**  ||  **Authoritative Primary Source for This Methodology**  ||  **Why I Will or Will Not Use This Method**  ||
 * Mixed Method || * Triangulation of data sources
 * Ability to neutralize or cancel biases

(Creswell, 2009, p 15)
 * Multiple forms of data
 * Across database interpretation

(Creswell, 2010, p 17) || * Mixing of methods simultaneously (Creswell, 2009) || Campbell and Fisk (Creswell, 2009, p 13)
 * Integrates data at various stages
 * Employs practices of both quantitative and qualitative
 * Technicalities of collecting two different types of data
 * More resources needed.
 * More expertise needed.
 * More time spent on analysis.
 * Requires research participants who don’t mind multiple interventions.
 * Expense.
 * Sometimes harder to interpret and combine the results of the data.

Greene and Caracelli (Creswell, 2009, p 66)

Greene, Caracelli, & Graham (Simon, 2010, p 112) ||  ||
 * Case Study || * Applicable to real life, contemporary, human situations


 * Relate to real life

(Simon, 2010, p 56) || * Large amount of data from multiple sources (Simon, 2010, p 56) (Creswell, 2007, pp 75-76) || Stake, Yin (Creswell, 2009, p 13) ||  || (Barribeau et. al., 2005) || * Generality of questions to fit all respondents (Barribeau et. al., 2005) || Babbie, (Simon, 2010, p 89) ||  || (Creswell, 2007, pp. 67-68) || Mead, Glauser, Strauss and Corbin (Simon, 2010, pp 109-110) ||  ||
 * Facilitate understanding of complex situations
 * Challenge for researcher to identify his or her case
 * Consideration of single or multiple cases. More can dilute analysis.
 * Selecting purposeful sampling
 * A need to set boundaries and constraints
 * Survey || * Inexpensive
 * Descriptive of a large population
 * Covers a wide variety of topics
 * Flexibility in how questions are administered
 * Standardization
 * Reliability
 * Inflexible in need to remain unchanged through data collection
 * Return rate to guarantee sample size
 * How respondents answer – truthfully or what they think the administrator wants to hear
 * Grounded theory || * Develop hypothesis and predictions about the experiences of individuals.
 * Use of views, values, beliefs, feelings, assumptions, and ideologies
 * Explicitly emergent
 * theory accounts for research situation, grounded in data || * Researcher needs to set aside theoretical notions allowing for theory to emerge
 * Must be systematic with proper steps
 * Determination of saturation point


 * **Research Questions** ||  **Methodology**

You may use the same methodology for each question, or not, depending on the questions you are asking. || **Sample**

You may only have one sample for your study, or several different groups/individuals. || **Data Collection**

Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc. If there are multiple forms of data for one research question, list them all. || **Statistical Analysis**

If you are able to provide this, please do so. ||
 * **1.** In what ways is technology be used effectively in Elementary classroom settings? || Survey / or Mixed Method ??? ||  ||   ||   ||
 * **2.** How can we further advance English Language Learners language acquisition using technology? || Grounded Theory / or Mixed Method ??? ||  ||   ||   ||
 * **3.** When English Language Learners are exposed to technology based instruction how does their learning improve? || Case Study ??? ||  ||   ||   ||

Björkvall, A., & Engblom, C. (2010). Young children’s exploration of semiotic resources during unofficial computer activities in the classroom. //Journal of Early Childhood Literacy//, //10//(3), 271 -293. doi:10.1177/1468798410372159

Barribeau,P., Butler,P., Corney, J., Doney, M., Gault, J., Gordon, J., Fetzer, R.,Klein, A., Ackerson Rogers, C., Stein, I., Steiner, C., Urschel, H., Waggoner, T., and Palmquist, M. (2005). //Survey Research.// Writing@CSU. Colorado State University Department of English. Retrieved from []

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Christina, L. (2010). Understanding Singaporean preschool teachers’ beliefs about literacy development: Four different perspectives. //Teaching and Teacher Education//, //26//(2), 215-224. doi:10.1016/j.tate.2009.04.003

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Creswell, J. W. (2009). //Research design: qualitative, quantitative, and mixed methods approaches//. SAGE.

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Dalton, B., & Grisham, D. L. (2011). eVoc Strategies: 10 ways to use technology to build vocabulary. //The Reading Teacher//, //64//, 306-317. doi:10.1598/RT.64.5.1

Johnson, B., & Christensen, L. B. (2007). //Educational research: quantitative, qualitative, and mixed approaches//. SAGE.

Lai, G. (2010). Examining the effects of computer-based scaffolds on novice teachers’ reflective journal writing. //Educational Technology Research & Development//, //58//(4), 421-437. doi:10.1007/s11423-009-9112-2

McIntyre, E., Kyle, D., Chen, C., Muñoz, M., & Beldon, S. (2010). Teacher learning and ell reading achievement in sheltered instruction classrooms: Linking professional development to student development. //Literacy Research and Instruction//, //49//(4), 334.

Omar S., Lopez. (2010). The digital learning classroom: Improving English language learners’ academic success in mathematics and reading using interactive whiteboard technology. //Computers & Education//, //54//(4), 901-915. doi:10.1016/j.compedu.2009.09.019

Pacheco, M. (2010). English-Language Learners’ Reading Achievement: Dialectical Relationships between Policy and Practices in Meaning-Making Opportunities. //Reading Research Quarterly//, //45//(3), 292-317.

Shriner, M., Clark, D. A., Nail, M., Schlee, B. M., & Libler, R. (2010). Social studies instruction: changing teacher confidence in classrooms enhanced by technology. //Social Studies//, //101//(2), 37-45. doi:10.1080/00377990903283999

Simon, M. K., D, M. K. S. P., & Ph.d, J. G. (2010). //Dissertation & Scholarly Research: Recipes for Success//. Createspace.

Spector, J. M., Merrill, M. D., Merrienboer J. V., & Driscoll, M. P.(Eds.). (2008). Handbook of research on educational communications and technology (3rd ed.). New York: Lawrence Erlbaum Associates.

White, E., & Gillard, S. (2011). Technology-based literacy instruction for English language learners. //Journal of College Teaching and Learning//, //8//(6), 1-5.