The effects of using digital texts on Chromebooks on the reading comprehension and academic engagement of elementary school students with learning disabilities in the inclusive classroom

The purpose of this study was to examine the effectiveness of digital texts on Chromebooks as an assistive technology to meet the needs of students with learning disabilities in an inclusive classroom. Specifically, the study examined (a) the effectiveness of using digital texts on Chromebooks on reading comprehension, (b) the effectiveness of digital texts on Chromebooks to improve engagement and on-task behavior of students with learning disabilities, and (c) student satisfaction using digital texts in the inclusive classroom. Students displayed variation in performance on comprehension and academic engagement throughout the intervention. Findings suggest that digital texts may hinder the comprehension and engagement of participants. Implications for teaching students with disabilities, including the recommendation to use both digital and printed texts to increase reading comprehension and engagement, are discussed

How has my learning enabled me to create and share an animated video to assist newly qualified teachers in the creation of a safe critical space for their students?

This paper presents my emergent living theory as it developed while I attempted to address my concern “How has my learning enabled me to create and share an animated video to assist Newly Qualified Teachers in the creation of a safe critical space for their students?” I explore how my learning on the Masters in Education and Training Management (e-learning) has affected me both personally and professionally and how my learning has impacted the learning of others. In particular, I look at the role of critical pedagogy as it impacted my development of the video. I document the creation and distribution of an animated video using the State package by Xtranormal, through one action reflection cycle. I claim that through the use of an animated educational video, NQTs may engage critically with classroom management and in so doing improve their practice so that they can facilitate critical discourse among their students in a safe environment

Integration of Technology into Language Teaching: A Comparative Review Study

The purpose of this study was to monitor the effectiveness of earlier and contemporary practices in the application of information and communication technologies (ICTs) in language learning/teaching. It was revealed that current literature on the effectiveness of technology uses in language education is very narrow and there are three aspects that stand out: (1) The number of well-structured and comprehensive studies about the effects of technology uses on language education was very diminutive, (2) the settings where the studies were handled were restricted to higher education, (3) the experiments were often short-term and they mostly focused on only one or two aspects of language learning (e.g., vocabulary acquisition). However, the existing studies based mostly on experimental data showed a pattern of positive effects when compared to the conventional methods of language instruction. In terms of differences between the research done outside and in Turkey, the theme that was studied in international literature was based on technology use for providing opportunities for communication while in Turkey the studies concentrated on providing access to materials

Effective Integration of Technology in a High School Beginning Japanese Class

Technological advancement is rapidly changing our daily lives. Many teachers seek ways to implement technology to improve students’ learning experiences. How do we determine what types of technological tools to use to maximize learning? This research investigated the effectiveness of the integration of the Substitution Augmentation Substitution and Redefinition (SAMR) model and other web applications in learning Japanese at the high school level. Fifty-one students in first-year Japanese language classes participated in a technology-integrated lesson. Technology-enhanced activities were selected with the SAMR model and were developed for students to learn and demonstrate Japanese language skills and cultural knowledge in a learning sequence based on second language theories. A pre-survey, formative assessments, summative assessments, homework logs, a post survey, and a teacher journal were analyzed to determine the effectiveness of such integration and its influences on learners’ language performance and motivation. Results indicated that students’ language performance increased in both interpretive and presentational modes of communication, however, there was no significant improvement in the interpersonal mode of communication. In addition, students also developed learning strategies with technology as they shared them with their peers

Evaluating the development of wearable devices, personal data assistants and the use of other mobile devices in further and higher education institutions

This report presents technical evaluation and case studies of the use of wearable and mobile computing mobile devices in further and higher education. The first section provides technical evaluation of the current state of the art in wearable and mobile technologies and reviews several innovative wearable products that have been developed in recent years. The second section examines three scenarios for further and higher education where wearable and mobile devices are currently being used. The three scenarios include: (i) the delivery of lectures over mobile devices, (ii) the augmentation of the physical campus with a virtual and mobile component, and (iii) the use of PDAs and mobile devices in field studies. The first scenario explores the use of web lectures including an evaluation of IBM's Web Lecture Services and 3Com's learning assistant. The second scenario explores models for a campus without walls evaluating the Handsprings to Learning projects at East Carolina University and ActiveCampus at the University of California San Diego . The third scenario explores the use of wearable and mobile devices for field trips examining San Francisco Exploratorium's tool for capturing museum visits and the Cybertracker field computer. The third section of the report explores the uses and purposes for wearable and mobile devices in tertiary education, identifying key trends and issues to be considered when piloting the use of these devices in educational contexts

Integration of Technology Into the Classroom: Effects on reading comprehension

Reading comprehension is critical to understanding written communication. Even when students are able to recognize words and fluently read text, they my not comprehend what is read. Learning to comprehend text is critical for students to be successful in school and future careers. As new technologies emerge, there is a push to integrate technology into the classroom to promote academic success among students. Furthermore, the No Child Left Behind Act mandates the use of technology in the classroom. This research review investigated peer-reviewed studies comparing the effects of computer technology as a supplemental tool to support and improve the reading comprehension of struggling and at-risk readers with equivalent non-technological or traditional print based treatments. Technology features investigated by the studies reviewed include various types of multi-featured electronic texts, computerized supplemental reading programs, a handheld text reader, virtual manipulatives, and using computers to create responses to reading printed texts. The various technologies were found to provide equal or greater benefit than traditional means for aiding struggling and at-risk readers with reading comprehension

The Effect of Computer Assisted Language Learning (CALL) Program on Learning Vocabulary among EFL Left and Right Hemispheric Dominant Learners

Vocabulary is a core component of language proficiency, and provides much of the basis for how well learners speak, listen, read, and write. Without  an extensive vocabulary and strategies  for acquiring new vocabulary, learners often achieve less than their potential and may be discouraged from making use  of  language learning  opportunities around them  such  as  listening  to  the radio, listening to native  speakers,  using  the  language  in  different  contexts,  reading  or  watching  television. CALL refers to the use of computer in the teaching and learning of a second or foreign language. The field of CALL includes the use of a computer in the language process. CALL programs aims to teach students in aspects of the language learning process via the medium of computers. Unfortunately, in Iran, textbook writers and syllabus designers have paid less attention to the role played by the CALL in classrooms. Teaching is not supplemented with modern technologies, specially CALL in teaching English. The use of Computer Assisted Language Learning (CALL) in the field of education has increased remarkably in recent years due to the modern changes in language software. However, CALL is not widely employed in the field of second/foreign (L2) language learning in Iran.  Interested in the application of CALL,  this  study  examines  two  methods  of  vocabulary  teaching/learning  (CALL-based  versus  non-CALL based). For this purpose, 38 male and 48 female elementary Iranian EFL learners participate in the study. They are randomly assigned into CALL-users   and non-CALL users and posttest control group design is employed.  To  collect data,  a proficiency  test will be used to homogenize the participants and  a multiple-choice vocabulary test  will be  used  as  posttests  to  find  out  the  effectiveness  of  the  methods. Finally, The results of  t-tests and the  pedagogical implications  of  this  study  for  L2  teachers  and learners will be presented

Students’ Perspectives about the Influence of Mass Media on Their English Language Acquisition in Higher Education

This study collected students' viewpoints about the impact of mass media on their English language learning in higher education in Albania. Their perspectives hold significance for professors to enhance their future educational experience. The study used a questionnaire that was designed and distributed via Google Forms during the academic year in 2022 and 2023. Study participants were 56 students enrolled in the two study programs: a three-year bachelor’s study program in "English Language" and a two-year Professional master's study program for "English Teachers" within the Department of Foreign Languages at the Faculty of Education and Philology at "Fan S. Noli" University, Korҫa, Albania. Most participants used mass media to improve their English language learning. Additionally, students who used various types of mass media had a more extensive vocabulary, were more fluent in English, had higher levels of motivation, and a more positive outlook about learning the English language. Mass media transformed students from dependent passive learners to active independent learners