The Impact of technology on math vocabulary development for fourth grade english language learners

THE IMPACT OF TECHNOLOGY ON MATH VOCABULARY DEVELOPMENT FOR FOURTH GRADE ENGLISH LANGUAGE LEARNERS
An Action Research Project
Presented to
The Faculty of the Department of Educational Leadership
University
In Partial Fulfillment
of the Requirements for the Degree
Master of Education in Education Administration or Education Technology Leadership
By
Student name
May 2017
Abstract
THE IMPACT OF TECHNOLOGY ON MATH VOCABULARY DEVELOPMENT FOR FOURTH GRADE ELLS
by
Student name
The Impact of Technology on Math Vocabulary Development for 4th-grade ELLs
The purpose of this study is to analyze the overall effect of technology on the development of math vocabulary for fourth-grade English Language Learners (ELL) students. This study will focus solely on Fields Elementary in McAllen, Texas. The findings of this study can be of assistance to help other ELL students, as well as better, understand their learning process and the impact that technology has on the development of Math vocabulary. In the US, across all classrooms, the amount of English language learners (ELLs) is growing at a fast pace. For the past two decades, this specific populace has grown 169% in the US, making ELLs the firmest rising subgroup in our US schools (Allison & Rehm, 2011). This group is rising so fast that it is foreseen by 2030. Half of all students will be ELL (Capps, et al, 2005). When the ELL students have become a massive representation of the classroom at Fields Elementary, it is important that teachers understand their specific needs and create strategies that are successful tools in helping them study English and be academically successful.

ELLs take at least one to two years to speak basic interpersonal communications skills (BICS) (Cummins, 2011). It is five years or longer to become proficient in the cognitive academic language (Cummins, 2011). According to Marzano (2009), proficiency in the academic English language surely will notbe attained without experience to and practice with the vocabulary and the constructions that characterize school. Therefore, it is crucial that ELLs at Fields Elementary receive effective vocabulary instruction in the classroom. Teachers at Fields Elementary can effectively use technologies to create an environment in the classroom of diverse print. With technology in teacher’s hands, development of vocabulary will happen in the classroom. (Lagrange, et al, 2003) Why? We are teaching to a generation of “digital learners”. The 21st-century has been bombarded by a revolution of technology.  Teachers and students now live in an evolving diverse, globalized, media-flooded society. The world is so connected that it seems as though there are no borders. Education is technologically interconnected. Educators at Fields Elementary need to come to terms with the reality that instruction has to change to target specific instructional needs of the “digital learner”, and this includes this new generation of ELL students. (Erben, et al, 2008) At Fields Elementary, teachers need to integrate the use of technology in the class to reach this new generation of students and target their specific needs and problems in the classroom, like the progress of math vocabulary (Welch, Kellner, 2004). This will, in effect, deal with the problem of students’ lack of success in a Math classroom.
The importance of vocabulary at Fields Elementary math classrooms is vital. Students with a developed math vocabulary will truly understand the concepts being taught. As a result, Fields Elementary teachers will see optimistic results in their students’ grades (Li & Edmonds, 2005). At Fields Elementary, student assessment results have consistently reflected a major problem of math vocabulary for English Language Learners. (Stahl, 1996) The problem is the inability of students to recognize and recall math terms due to their lack of language development (Fairbanks, 1996). How can a student be expected to find the sum of the numbers, if the student does not understand what the “sum” means?According to a study made by the “National Center for Education Statistics”, ELL students were found to have an overwhelming lack of vocabulary development, which in turn affected the understanding of Mathematics concepts. In this study, it was determined that the lack of vocabulary development was correlated with the lack of achievement of ELL students in the area of Math. This is important because when comes to test learning , students at Fields Elementary fail math, not because they did not learn the correct process, but rather they do not comprehend what it is they are required to do. If students at Fields Elementary could use and recall math vocabulary then test scores would improve (Monroe & Orme, 2002).The demographics for this research project will be the 2015-2016 forth-grade dual language classes at Fields Elementary part of the McAllen Independent School District. There will be 68 4th-grade dual language students at Fields Elementary during the 2015-2016 school year. The 4th-grade dual language population is composed of 100% Hispanic students and all of the students in this subgroup are considered economically disadvantaged and English language learners. In this subgroup, 3% of the population is placed under special education services. Thirty percent of the English Language Learners subgroup will act as the sample group for this study. The characteristics of the demographics of the classes at Fields Elementary is significant to keep in mind as the study is conducted. With this research, the hope is that Fields Elementary will be able to use the data to create a new action plan for fourth grade’s Math Instruction and student development. Although the study will evaluate state test results, it is important to identify that there can be variations in the study. There is a 23% mobility rate on our campus and this can create skew results. It is important to recognize the variants when using the findings for further action. In addition to the variants, challenges may arise when it comes to participation in the study. It is important to keep the mobility rate to a minimum to eliminate or minimize the variant in the study.
BackgroundThis area of study is a significant problem to Fields Elementary fourth-grade classrooms demographics. Teachers at Fields Elementary teach to a high concentration of ELLs. At least, fifty percent of the population in each classroom are ELLs. Conferring to the World-Class Instructional Design and Assessment (WIDA), the majority of the ELLs in classes have an English proficiency of level one (entering) and level three (developing). In the past years, many of the forth-grade ELLs at Fields Elementary performed well on math tests that assess exclusively computation. However, on standardized math tests, such as the “State of Texas Assessments of Academic Readiness” (STAAR) mathematics test, they have scored significantly lower. This realization that they are struggling with these math assessments because of linguistic failure. I would to find a way to teach effectively the ELLs vocabulary, so they may flourish in all subject areas, with a specific focus on math. This study will dig into the impact that technology can have on the development of math vocabulary if use as an instructional tool to intervene with ELLs.
Problem StatementThe determination of this education is to investigate the influence of technology on math vocabulary development for the specific subgroup of 4th-grade ELLs. The study will focus on gathering data to analyze the impact of technology on math vocabulary. The study will attempt to answer several questions. First, what relevance is technology playing in the development of math vocabulary for ELL students? Second, what specific technological program are ELL students using to develop math vocabulary? Also, how often are ELL students using this technological program to develop math vocabulary? Lastly, how does this technological program for the development of math vocabulary affect ELL student achievement? The goal of the study will be to better understand technology as an instructional means to help ELL student develop math vocabulary at Fields Elementary. Significance of Study Fields Elementary will benefit from this study. This investigation was fixated on the use of a computer tech in one specific aspect of the curriculum, the development of math vocabulary for ELL students. The research will help school leaders understand the benefits of using technology for the development of math vocabulary for ELL students. The students will also benefit from this study, as it will give them a research base tool to use in their learning. In addition to the impact it will have at Fields Elementary, the study will also help other schools with ideas for technologically based instructional intervention tools for the development of mathematical skills.In this action research, there will be an in-depth investigation toward the relevance that technology played in the development of math vocabulary for ELL students as well as an exploration of the use and application of a specific technological program and an analysis of the concluded results on the effect that technology plays on the development of math vocabulary in correlation with ELL student achievement on Mathematics standardize assessment (STAAR Math TEST) Definitions Academic Vocabulary: refers to words that are traditionally used in academic dialogue and text. These types of words are used to explain a concept. (Marzano, 2009)English Language Learners: is a person who is learning the English language in addition to his or her native language (Carlo, et al, 1991)Literacy is conventionally understood as the aptitude to write, read, and do arithmetic (Marzano, 2009).
Literature Review
The following research provides connection to this achievement research plan. The determination of this research was to find a connection between technology and the use of it to enrich math vocabulary in ELL students. The following literature review provides an overview of available scholarly writing relating to vocabulary development and its influences learning across different disciplines. In the case of Allison and Rehm, social and cultural issues, ELL students have distinctive needs for the process of new learning. First, they must understand new concepts in the English language and syntax is a huge obstacle. The use of visual aids can assist teachers is getting a certain type of information across because of the differing levels of proficiency of students in their understanding of English. These authors also suggest the use of hands-on learning where these students have the prospect to learn from controlling equipment and learning materials. Another suggestion is working with a partner to understand a new concept. The results are that they will build rapport while working to a common goal of understanding, and perhaps make a new friend. The action of cooperative learning reports a classroom with children that are identified as ELL students. The authors describe learning techniques like think/pair/share, along with others like the round robin and jigsaw. These techniques are easily applied with great success in a multi-cultural environment.
There is a great amount of research on how technology enhances literacy development and the relationship with greater success in student achievement, specifically with the ELL subpopulation. The literature review contains four sections that further justifies and supports the need for this action research: vocabulary development, math vocabulary development, technology and instruction, and technology and math instruction for ELL students.
Vocabulary DevelopmentJohnson and Pearson (2001) produced research in the portion of content vocabulary, and the part it plays within the classroom setting. The research explores vocabulary instruction and importance vocabulary play for understanding and comprehension of any subject area. The authors believe that vocabulary is critical to comprehension for ELL students. That it if these students can expand their understandinof English words can assist them in learning new concepts in English and in mathematics will assist ELL students to become more successful. Each ELL student presents a challenge to using semantic vocabulary in more classroom application. Teachers must find a way to make vocabulary interesting as it relates to mathematics.
Stahl and Fairbanks (1996) study how vocabulary training has a noteworthy effect on children’s comprehension of text, as well as the type of vocabulary instruction that is most effective. These authors also promote more effective vocabulary learning occurs when the material includes both contextual and definitional data in each program because it encourages these students to process the data in more specific detail. The authors suggest providing more than one opportunity to learned specific words as they pertain to mathematics. They also mentioned that the use of mnemonic keywords is reliable in the recollection of descriptions and comprehension.
Math Vocabulary Development
Thompson and Rubenstein (2000) research work provides an understanding of how vocabulary development effects learning across dissimilar disciplines. They explore how in the content area of math, students require a thorough knowledge of vocabulary. They concluded that a decent student needs to be able to understnad mathematics, and more significantly understand what he is reading. They found that math is challenging to read because this area has more perceptions and descriptions than any other subject. They suggest that teaching new words while teaching these ELL students a different math definition assists them in making a profound connection to the new words. This method works by asking each student to work on one specific word along with the assistance of another student. This process allows them to collaborate with others for mutual success.
Monroe and Orne (2002) research provides the importance of mathematical vocabulary and the difficulties students encounter in learning this vocabulary. They explore some instructional strategies and two general methods for teaching vocabulary: context and explicit vocabulary. instruction. The methods summarize as they apply to mathematical vocabulary instruction and a combined approach. Ell students need a better understanding of vocabulary in respect to mathematics. This can be a great enhancement to math aptitude, by using specific approaches for teaching math vocabulary in a way that ELL students understand. These authors provide the appropriate rationale for successful teaching of vocabulary.
Technology and Instruction Study literature through the past ten years, like Wood’s (2001) and Schacter’s (1999), has proved that technology may enhance literacy, influence language achievement, provide superior access to data, enhance learning, inspire students, and improve their self-esteem. Indeed, the research of Kellner and Welch (2004) has confirmed that computer technology provides plentiful opportunities for students to improve their personal knowledge through the enriched experiences that technology affords. All of these authors promote the use of technology to enhance new skills by using conceptual frames for ELL students acquire new data that assist in learning new concepts. All authors mention that education is in middle of a revolution in technology and this new technology is modifying every concept of education.
Technology and Math Vocabulary Instruction for ELL studentsO’Hara and Pritchar (2011) affirms with their research that there is a necessity for innovative professional development to improve on the the needs of English learners, with an focus on technology in the classroom. As the right professional development for teachers is implemented, it has been proven that greater enrichment of vocabulary for Ell students has been successful. The findings suggest greater student achievement on state assessments. These authors also investigated new technological resources promoted as improving academic language skills for ELL students. Each new discovery promotes ideal learning for ELL students and other English-speaking students.
Schacter (1999), Wood (2001), Kersaint (2007) determine that learning mathematics vocabulary with the integration of technology in instruction has an impact on student achievement. These authors promote the study of technology to assist ELL students in learning new vocabulary to assist in successful mathematics learning with technology that grabs their attention. The process of gaining the ELL student interest is critical to improving their ELL skills and makes them more comfortable that in turn promotes successful learning.
Lagrange, Artigue, Laborde, and Trouche (2003) suggest that engaging children in mathematics innovative-based curriculum will help ELL students close the gaps. Teaching English language learners with technology the vocabulary needed will create greater achievement in the area of mathematics. These authors promote the use of PCs and handhelds to suggest that the use of these tools will aid ELL students to take advantage of software that aids in the learning process by using technology the ELL students are already familiar. The authors analyzed teacher perspective with respect to both education and practice when it comes to digital technology.
According to Li and Emonds (2005), technology is an evolutionary tool for instruction. The role technology plays in learning is important because it helps to promote retention and advance learning. Eben, Ban, and Castaneda (2008) affirms with their research that technology is a useful tool for creating balance and inclusive lesson plans for ELL students and that technology provides real learning interaction between teachers and ELLs. These authors propose that technology is critical to teaching and learning mathematics and definitely add an enhancement to ELL students’ progress in learning. They promote computer-assisted learning for successful technology-based learning, and in most ELL cases, there are successful results. In all the authors referenced in the literature review, the use of computer and learning technology, the success rate were higher and had better results than just using book technology to assist these ELL students in expanding their math vocabulary. In the cases where student collaborated in the learning process, the students were more interested in learning when working with other students to learn these skill sets. The consensus is ELL students learn better and faster with another student than learning in a one-student application. These ELL students gained confidence and improved dramatically as a result. The result is that using technology ELL students already know and understand promotes better learning in all subjects but especially mathematics. It is gaining the interest of ELL students to expanding vocabulary in math or English really can assist in each student being successful in school allows them to gain confidence and by doing so, make them successful in learning the syntax to represents a barrier to speaking English better. This also improves self-esteem, while understanding the math. The two subjects are the barriers to making a passing grade. If the ELL students are improving, so can the rest of the class.
Summary
To summarize, the review on this literature gave the achievement of research an excellent foundation to investigate and choose proper technological practices used in the schoolroom for the resolution of math vocabulary development. It helped with the analysis of the achievement results of the implementation of these methodologies and assisted in drawing a conclusion based on the literature and results of the action research. The literature review helped form the foundation of the purpose of finding new ways of helping ELL students through the use of technology for math vocabulary development.Action Research Design Participants: The population for this research project will be the 2015-2016 4th-grade dual language classes at Fields Elementary part of the McAllen Independent School District. There will be 68 4th-grade dual language students at Fields Elementary during the 2015-2016 school year. The 4th-grade dual language population is composed of 100% Hispanic students and all of the students in this subgroup are considered economically disadvantaged and English language learners. In this subgroup, 3% of the population is placed under special education services. Thirty percent of the English Language Learners subgroup will act as the sample group for this study. Twenty of the 68 students classified as English Language Learners will be selected to participate. The 2014-2015 Third-grade Math STAAR results will be used to determine which of the students will be at the greatest risk of failing the 2015-2016 Math STAAR test due to the lack of Math vocabulary development. While the sample selection will in no way be random, it will model the practical methods to be used for identifying and intervening with students at a high risk of failing the Math STAAR test due to their lack of math vocabulary. Each student will be paired with a state-certified bilingual teacher which will act as a facilitator throughout the year. Procedures This qualitative study will use a participant-observer design. The components of this study will include teacher observations, interviewing students, student questionnaires, and analyzing data from student and teacher responses and correlate this information with results of State of Texas Assessments of Academic Readiness (STAAR) test.A quantitative comparison of test data is used to determine if there is a difference in students’ acquisition of math vocabulary development when given technology base activity with math vocabulary on a weekly basis. This study uses mean scores with standard deviations and t-tests for data analysis to compare students’ scores and to see if achievement gap has closed.The students will be interviewed by their teacher/facilitator regarding personal information to allow the students and teachers develop a better relation. Teachers will document this information to be analyzed for trends. Teachers will contact the parents throughout the year to supply information about the student academic progress in the area of Math. These contacts will be recorded in a log by the teachers. The teacher will conduct a student questionnaire regarding their comfort level in the area of Math. Selected questions regarding what makes them uncomfortable about practicing math, their confidence level, and ability.
The quantitative measure (Standardize Data) Treatment, the students will use a computer program to practice and drill skills for math vocabulary development. This program has a series of computerize games that target specific vocabulary learned through the week. The teacher will input into the game the math vocabulary needed to be reinforced. The teacher has the access to switch around words in the program. Depending on how a student is progressing, the teacher can modify the program to fit student needs in math vocabulary development. The program will be used as a reinforcing tool for the understanding and development of math vocabulary. These games are similar to Jeopardy, Wheel of Fortune, and Pyramid Game. These games were created thru Microsoft Office PowerPoint. They are interactive. The program keeps track of how many math vocabulary words are being mastered and which math vocabulary words needs more practice, etc. Teacher or facilitator will input in a spiral method the math vocabulary introduced and learned in Math class. There will be 5 computers available as learning centers with the program ready to be used. In groups of 5, the 20 students will be making rotations of 20-25min. Each student, by themselves, will have the opportunity to practice their math vocabulary for 20-25 min in the computer assigned. Teacher or facilitator monitors for understanding. This learning center will be done two times per week (Tuesday’s and Thursday’s). Beginning of the year: Students will be identified using 2014-2015 Third-grade Math STARR Test results and TELPAS composite score. Students will be identified based on their classification as economically underprivileged, ELL students and they are high-risk of failing the state administered STAAR test. The interview forms, surveys, and parent logs will be prepared by the researcher before school begins. The weekly math vocabulary list will be prepared before school begins. First two weeks of school: Student will be taking their beginning of the year Math Pre-evaluation test from Pearson EnVision Math. Teachers will meet with their respective student participants and conduct the first interview. Students will fill out their first questionnaire regarding their confidence in their ability to perform in Math class, and the amount of support they feel from the teachers and staff at the school. Teachers will also be asked to contact the parents and ask a specific set of questions. These data will be entered into their parent contact logs for later analysis. Third week to the sixth week of school: Application of the computer program will begin. Students will begin practicing their weekly math vocabulary on the assign computer program for 20-25 min. two days out of the week (Tuesday and Thursday). The computer program will keep track of the vocabulary words being reinforced and which vocabulary words are being mastered and which are not. The teacher will continue to keep track by checking off the fourth-grade math vocabulary list. At the end of the sixth week, students will be taking a district six-week test on materials taught throughout the first six weeks. The test is generated by Region One department. Data will be collected.This procedure will continue to be repeated throughout the 2015-2016 school year for 2nd six weeks, 3rd six weeks, and 4th six weeks. After the 4th six weeks, the math STAAR test will be administered. The week prior to Math STAAR testing, students will fill out the original survey for a second period. These data will be used to assess whether or not there was a significant improvement in student confidence levels and student sense of support.
Data Collection Qualitative measure (Students Background):Students will be selected to participate in this study based on their specific identification, using 2014-2015 Math STAAR test results and their Beginning-Intermediate status on TELPAS as English Language Learners (ELL). Twenty students who are both ELL and who are identified as having Math vocabulary development issues will be selected and each will be placed with a state certified bilingual teacher who will serve as a facilitator of learning throughout the 2015-2016 school year. Descriptive Statistics will be used to allow the researcher and the teachers analyzing the data to have a true picture of the participants’ responses to their average confidence level, feelings of support, and the amount of time devoted to other tasks. The mean response will be reported, along with the standard deviation to show the range of answer choices for the group. Inferential Statistics will be used measures of central tendencies and significance of using the T-Test in (Pre-test) 2014-2015 Math STAAR results in comparison with (Post-test) 2015-2016 Math STAAR results to find the meaning of the results. The Inferential Statics in accordance with the descriptive statistics analysis will give a clear picture of the role of technology as a helping tool for the development of math vocabulary in ELL students. It will show either a significant growth in student achievement and progress closing student’s academic gaps in Math.
Findings
Conclusions and Recommendations
Conclusions
Reflection
Recommendations
Concluding Remarks
Reference
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