Technology in the Elementary School Classroom

Times of chalk board and chalk have pretty much gone away. We have just about replaced that with dry erase boards and markers and in many cases smart boards. We are now living in times where technology is a must and the classroom is no exception. Technology is a necessity for teachers in instruction and for students in acquiring knowledge. This is especially true for LEP students. 



Svedkauskaite et al. (2003), mentions in Critical Issue: Using Technology to Support Limited- English-Proficient (LEP) Students' Learning Experiences that apart from the No Child Left Behind Act of 2001 which states that an LEP student must meet all academic standards as every other student, students must also be technologically literate regardless of socioeconomic status or background. This states the importance of technology in our students' education which encompasses both requirements. LEP students benefit greatly from technology academically. Not only does technology help in the acquisition of English and understanding of concepts and information in other content and core areas but aides in their independence, self esteem confidence and desire to learn.

Since LEP students are automatically “at-risk” students it’s of great help that our students have access to the computer lab at least twice a week for 45 minutes and in many instances such as with my class they get an additional 45 minutes four times a week. Small tutorial groups also get access daily. All their lab access in regards to math or reading programs has been in English. I have found that this has facilitated their understanding of English vocabulary and concepts in the classroom. The programs are fun, engaging and repetitive without being monotonous. Cradler (1990-1994) states that when content and strategies are determined to meet accepted education standards, research shows that technology improves attitude and confidence-especially for “at risk” students, provides instructional opportunities otherwise not available, and can increase opportunities for student-constructed learning.

There is not one day that I do not use technology in my classroom. I team teach two 1st grade transitional bilingual classes where I am the English component part of the team. Technology plays a very important part in my instruction, lessons and activities.
In addition to computer use, my students have access to an ELMO (visual presenter), over head projectors, card readers and power point presentations shown on television via an AVER key (connection of computer to tv). Students using card readers have increased their pronunciation of vocabulary and usage. The power point presentations that are looped on TV have also aided in this area. The presentations have also been a useful audiovisual tool when presenting specific concepts in science or math that can be difficult for LEP students to understand.

The U.S Department of Education has recognized this difficulty in acquiring concepts and knowledge due to lack of understanding of the English language. They have provided resources to assist in the instruction of LEP students or English Language Learners (ELL). Within these resources, are explanations for the difficulties LEPs face. “Academic language is as central to mathematics as it is to other academic areas. It is a significant source of difficulty for many ELLs who struggle with mathematics.
The mastery of math concepts presupposes facility with the academic language used to characterize, express, and apply concepts, yet in math classrooms and curricula across the U.S., ELLs don’t understand much of the language that is used, and most learners are not explicitly taught to read, write, or speak mathematically54.” (Francis et al., 2006)


Technology is a great facilitator in a child’s education. Although technology helps all students, I have greatly seen its effects it has on my bilingual students. Their confidence has increased, they have a greater desire to learn, and there has been a significant improvement in their language acquisition. As technology improves, it also improves the usefulness in the classroom and makes it possible for children to improve academically providing them with a better chance of a future.


References

Francis, D. J. et al., (2006). Book 1: Research-based Recommendations for Instruction and Academic Interventions, Practical Guidelines for the Education of English Language Learners, Retrieved from http://www2.ed.gov/about/inits/ed/lep-partnership/interventions.pdf


Svedkauskaite, A et al., (2003). Critical Issue: Using Technology to Support Limited- English-Proficient (LEP) Students' Learning Experiences. Retrieved from North Central Regional Educational Laboratory http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te900.htm#over


Cradler, J. (1990-1994). Summary of Current Research and Evaluation Findings on Technology in Education. Retrieved from http://www.princeton.edu/~edutech/reports/findings.html