Abstract
The purpose of this chapter is to report a case study examining the benefits and challenges of iPad use to help ELLs develop language proficiency. Based on the differentiated instruction framework, the author integrated iPads into a grade 4-5 ELL classroom and investigated learning impacts through classroom observations and interviews with the teacher and students. The findings of the study presented that iPad integration helped make learning engaging, provided various options appropriate for leaners' needs, and promoted learning outside of the classroom. Although important learning benefits were observed, several challenges were also reported such as a lack of appropriate ELL educational apps, a limitation of multitasking, and difficulties of monitoring students' learning progresses.
TopIntroduction
Classroom teachers across the United States are dealing with an increasing number of English language learners (ELLs) in their classes. From 1997 to 2008, the number of ELLs in K-12 schools increased by 51%, while general student enrollment increased by only 7.2% (The National Clearinghouse for English Language Acquisition, 2011). These ELLs share a wide variety of linguistic, educational, and cultural backgrounds. Some students have a strong academic background (e.g. high level math or science ability), while some have never been in school, significantly lacking background knowledge necessary for academic learning (Echevarria, Vogt, & Short, 2008). This indicates a strong need to provide differentiated instruction for ELLs in classrooms to meet the needs of diverse learners.
Differentiated instruction is defined as “using strategies that address student strengths, interest, skills, and readiness in flexible learning environments” (Hoover & Patton, 2005, p. 232). The language skills and content knowledge of ELLs vary widely, and the time required for these students to acquire new skills differs. Thus, teachers need to customize instruction based on their students’ unique needs. This means teachers need to choose tasks that match their students’ readiness and create different levels of expectations for task completion, ensuring all learners successfully master what is expected of them (Tomlinson, 2001; Werderich, 2002). One way to differentiate instruction according to students’ needs and readiness is to use mobile technology such as iPads or smartphones. Thousands of free or low cost educational apps are available, and these apps can be effectively used for ELLs to improve their English proficiency (Pilgrim, Bledsoe, & Reily, 2012).
The purpose of this chapter is to report a case study examining the benefits and challenges of iPad use to help ELLs develop language proficiency. Based on the differentiated instruction framework, the author integrated iPads into a grade 4-5 ELL summer class and investigated the impacts and challenges of iPad integration through classroom observations and interviews with the teacher and students.
Key Terms in this Chapter
Mobile App: A software application developed for mobile devices such as an iPad.
Mobile Technology: Technology that is portable and allows users to perform various tasks. Examples of mobile technology include an iPad, smartphone, and Tablet-PC.
Differentiated Instruction: An effective teaching strategy that addresses students’ different readiness, strengths, skills, and interest. To maximize each student’s development, teachers can differentiate content, process, and product.
Learning Centers: Areas in a classroom that are designed to provide a variety of learning materials or tools through which students can work by themselves or with others to practice skills learned in class.
Academic Language: The language that is used in classroom lessons, books and tests. Students are expected to internalize these words by the end of high school.
Tiered Activities: A teaching strategy that allows students to work at varied degrees of difficulty on their tasks while all learn the same information and essential ideas.
ELL (English Language Leaners): Students whose native language is not English and need specialized instruction for learning English and academic subjects in school.