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Mobile Technology Integration and English Language Learners: A Case Study

Mobile Technology Integration and English Language Learners: A Case Study

Jung Won Hur
Copyright: © 2019 |Pages: 17
ISBN13: 9781522575078|ISBN10: 1522575073|EISBN13: 9781522575085
DOI: 10.4018/978-1-5225-7507-8.ch052
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MLA

Hur, Jung Won. "Mobile Technology Integration and English Language Learners: A Case Study." Early Childhood Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 1049-1065. https://doi.org/10.4018/978-1-5225-7507-8.ch052

APA

Hur, J. W. (2019). Mobile Technology Integration and English Language Learners: A Case Study. In I. Management Association (Ed.), Early Childhood Development: Concepts, Methodologies, Tools, and Applications (pp. 1049-1065). IGI Global. https://doi.org/10.4018/978-1-5225-7507-8.ch052

Chicago

Hur, Jung Won. "Mobile Technology Integration and English Language Learners: A Case Study." In Early Childhood Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1049-1065. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7507-8.ch052

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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.

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