An Important Skill For First And Second Language Learners

Ching-Ting, H., Ming-Chaun, L., & Chin-Chung, T. (2014). The Influence of Young Children's Use of Technology on Their Learning: A Review. Journal of Educational Technology & Society, 17(4), 85-99.

With new up and coming technology entering the school system a question rises, do students actually learn better from computers and the internet? This debate can go either way if the arguer uses certain examples, however when looking at the evidence technology helps students learn more than before without access to computers. This statement can BE backed by looking at schools that don’t have internet access or the ones that run completely behind a computer screen. Examine test scores of different schools, looking at grades, student participation, and passing rate of schools. Also looking at online schools as well, how do they compare to public schools with and without internet access. When looking at all this information one can determine

In Texas students test scored were being tested and compared to the use of technology in the classroom. They used at-risk students who fell into specific categories to be the test group. These were students who have failed this type of test in the past. One teacher received eight classes worth of these at-risk students and used technology integration every day. The idea was to try to link the use of technology to passing the state English test. By using at-risk students the author had a wide range of test subjects, which included: students with low grades, not maintaining above a C average, student is pregnant or a parent, in an alternative program, student dropped out of school, has limited English proficiency, troubled home life and has family issues or homeless. The author wanted to find out if a technology-rich environment had an effect on state mandated scores of students. Her test subjects were the at-risk students.

al, 2016). ICT provide safe and controlled environments, motivation, high level of interactivity, immediate feedback, and contribute to the improvement of visual processing skills and short-term memory or working memory inadequacies (Kalyvioti et. al, 2012). They also help develop interactive experiences and optimistic learning surroundings, that can motivate and help children, thus helping them address their disability early on and possibly mitigate its various negative effects (Skiada et.al, 2014). The use of ICT offer support in several fields concerning learning difficulties (Kalyvioti et. al, 2016). Digital technologies can be used in order to train, assist and even enable the learning process (Skiada et.al, 2014). Specifically designed applications can stimulate students interest, but may also help students with disabilities fit into and progress within mainstream school environments (Skiada et.al, 2014). One of the main groups of people with special educational needs, such as dyslexia, could potentially gain many benefits from ICT (Skiada et.al, 2014). As an ICT, this Chrome Extension has the ability to be able to motivate and help children learn and improve their comprehension of the English

Honey, M. (1999). Critical issue: using technology to improve student achievement. North Central Regional Educational Laboratory. Retrieved from: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/800.htm

With this in mind, Bavelier, et al (2010) argue that most studies that examine the impact of technology on academic achievement do so using standardised tests developed in the 20th century, which appear out of date and not in line with the fast developing digital world. Significantly, there is little research that has been conducted with children under five, even less have researched Early Years using direct observations of practice (Aubrey and Dahl, 2014).

Technology offers children an additional tool to learn and to develop learning skills. Computers can reveal hidden strengths about a child. For example some children have difficulty developing their fine motor skill,

Three research questions were identified in the study. A mixed-method study design, of quantitative and qualitative methodology, was used to analyze whether universal design for learning or curriculum based measurement embedded directly into an instructional digital environment supported better reading outcomes for all students, particularly those with disabilities, and determine whether providing support for teacher instructional decision making and differentiated instruction for individual students leads to appropriately supported reading. The study design included two treatment conditions. Four middle schools from four different districts outside a large metropolitan area in the Northeast were included. This would represent a good sampling of students. Guidelines were established to protect the students. Parents had to sign giving their children permission to participate in the study. Several assessments with a focus on reading ability were administered before, during, and following use of the Strategic Reader to gauge growth over the 11- to 12-week intervention. Pre- and post-tests using the Gates-MacGinitie standardized reading measure. This is a common, reputable assessment known to many people. Randomization was used in this study by teacher. There were some limitations of this study. One was that there was an uneven distribution of participants across

In this article, the author discusses the benefits of using technology in the classroom and how the use of technology can increase student tests scores. The objective of the study was to answer the following two questions: How much of a difference would a classroom with technology accessibility affect state-mandated test scores and would student motivation and behavior change if they were able to readily use technology? As the author mentioned in the article, many studies have shown that schools that have created a technology rich atmosphere for their students have been shown positive results. The use of technology has helped teachers as well by making classroom instruction a more individualized experience for the pupils. Legislation in 2001, No Child Left Behind(NCLB 2001) introduced the “Enhancing Education Through Technology Act of 2001” (US Department of Education, 2001) emphasized the implementation of technology in schools with children that came from lower socio-economic households and targeted “at risk” students. Many teachers were interviewed and observed working with their students using technology and it was concluded that the use of computers and other technology was necessary, because not only did it assist teachers by helping them develop better content knowledge, create more interesting lessons, and support them with problem solving, it helped motivate the students to learn, alleviated behavioral issues, and students score higher in state-mandated test.

Speech and language disorders, as with any learning disability, can cause embarrassment and social hindrance for students along with the educational setbacks. Unfortunately there is yet to be a cure discovered, but luckily there are many ways in which individuals with learning disabilities can seek treatment and aide. For example a child could receive therapy from a speech pathologist to help them articulate more clearly. There is also assistive technology available for all types of disorders. Assistive technology can help motivate students to overcome the barriers in learning that they face by compensating in the area that they lack. When choosing which type of device that a student should use, it is very important that it is one that will accommodate to the specific disability of the student (Fleming, 1999). For individuals with speech and language disorders, either an electronic communication device or a personal FM listening system would be appropriate. An electronic communication device allows one to type their ideas into a machine so they

This proposed phenomenological and quantitative study will look into the relationship between an internet based computer program intervention and a curriculum based intervention to increase student fluency among third grade students. The participants of the study will be eighteen struggling third grade students reading below third grade level in a low socioeconomic (Title I) school, in Weatherford Independent School District. The research will be conducted over a period of four weeks. During this timeframe, students will be working daily on either Istation, the internet-based intervention or AIMSweb, a teacher-led, curriculum based intervention to compare fluency results between the two intervention programs. There will be eight male and eight

This article attempts to enlighten educators to allow computers in the classroom as a workshop to help improve literacy. The computer allows for students to have both a visual and a verbal reference to a topic, thus, solidifying a concrete comprehension of the text, allowing the student to be further engaged and stimulated with the assignment. Over the years, educators have seen such a vast change in technology, especially in the classroom. It is time now, that educators embrace the change and use it to their advantage. “If students can be motivated and engaged when using technology, teachers should continue to support this type of learning when appropriate.”

Most students today use technology throughout their school day. Uses for technology can be found for every subject matter a student has. Some of the most widely used tools are found in the English and Language Arts classes. Writing on word processors allows students to cut-and-paste, save their work, and use spell checkers and thesauruses. With technology students are also given advantages in learning how to read. Reading programs use

much simpler for the students to publish their own work on the internet. When it comes to learning how to improve reading skills, many programs exist, one of the better being Reader Rabbit, which uses games to disguise drill-and-practice routines to help students improve reading ability. All of these are examples of how technology has positively affected Language Arts education.

Using person first language when addressing an individual with ASD reminds people that the individual with the disorder is in fact a living, functional individual that should not be defined, or limited by, their disability. Instead of using “my autistic brother”, people should say “my brother has autism”. In the first example, the disability be the first part, or the subject, which overpowers the individual being described. In the second example, the disability is a part of the individual, but doesn’t limit them to only that disability, or make the disability a problem. We can describe who they are in their life outside of the disability without limitations.