The idea of Mobile TechnologiesAs Burnett and Merchant (2017) suggested, mobile technologies play a significant role in the new global economy. Communications, social interactions, and connections have shifted in their form and ways with the widely used mobile technologies.
In the context of education, learning is becoming more complex, ambiguous, and flexible, and the adoption of new mobile technologies is allowing personalization and customization of student learning experience (Johhson et al., 2011). Education access is becoming ubiquitous and teachers are encouraged to promote students' collaboration, engagement, and autonomy in their own learning with the utilization of multi-modal and digital pedagogy. Mobile technologies are allowing students to engage in mobile learning without the constraints of physical space and providing opportunities to becomes "The New Learners" (Kalantzis & Cope, 2010) where they are actively participating and experiencing purposeful learning. |
Both the anytime/anywhere capabilities of mobile technologies, and their identify-driven, personalized reality, enable the real subsumation of everyday activity inside the reproduction of capital.
(Hall, 2013, as cited in Burnett & Merchant, 2017, p.5).
iPads as a mobile technology tool
The most significant factor of tablet usage is that students enjoy using them regardless of how it is being used (Fabian & MacLean, 2013). In Fabian and MacLean's (2013) study, students spent up to 45 minutes exploring and learning one app before eventually disengaging and waiting for further direction. Portability, the touch screen feature, ease of use, long battery life, and affordable software are allowing students to be more engaged and the engagement is helping them take accountability for their own learning (Willokcs & Radmond, as cited in Fabian & MacLean, 2013).
The idea of affordances for implementing iPads is growing, as it provides instant access to resources, increases communication, and the accessibility to different educational apps. According to Nguyen et al., (2015), using an iPad was a good way to "provide students with instant access to rich learning materials" (p.195) and a useful way to take notes and present their work. Students were able to highlight, take pictures, and include other resources easily with the use of iPads. Collaboration between academics and motivating students' learning through fast and convenient access to library or course materials allowed enhancement of the learning process.
The idea of affordances for implementing iPads is growing, as it provides instant access to resources, increases communication, and the accessibility to different educational apps. According to Nguyen et al., (2015), using an iPad was a good way to "provide students with instant access to rich learning materials" (p.195) and a useful way to take notes and present their work. Students were able to highlight, take pictures, and include other resources easily with the use of iPads. Collaboration between academics and motivating students' learning through fast and convenient access to library or course materials allowed enhancement of the learning process.
Background on English Language Learners
Imagine moving to a foreign country. All of the sudden, you are faced with challenges that you would have no problem with doing in your home country. Finding your way to a grocery store, asking how much a public transit ticket costs, finding a place to live, etc. Now think about attending school there. Your peers and teachers speak a different language than you do and all your assignments, instructions, communication is in a language you are not comfortable with. Below, I've outlined some more specific educational challenges ELL students struggle with.
Language Development
One of the biggest struggles that English Language Learners (ELLs) face is the delay in language development (Xin & Affrunti, 2019). Language development plays a critical part in the ability of students to communicate with peers and teachers in a classroom. Vocabulary knowledge, comprehension, listening and/or reading skills are key abilities that students should possess to successfully understand, learn, and apply content knowledge but these foundational skills are lacking for most ELL students.
Non-ELL students when faced with unfamiliar vocabulary within text, can use context clues to find the meaning of words. However, "ELL students struggle in acquiring sufficient vocabulary" and they can be diagnosed with learning disabilities, "even though their limitations is due to insufficient English language" (Xin & Affrunti, 2019, p.70).
Here are some specific examples of challenges related to language development:
When English Language Learners are struggling in learning, it's important for educators to analyze the underlying issues that are leading to these challenges and provide accommodations to help them overcome and succeed.
Non-ELL students when faced with unfamiliar vocabulary within text, can use context clues to find the meaning of words. However, "ELL students struggle in acquiring sufficient vocabulary" and they can be diagnosed with learning disabilities, "even though their limitations is due to insufficient English language" (Xin & Affrunti, 2019, p.70).
Here are some specific examples of challenges related to language development:
- unfamiliarity with idiom and figurative language in English texts
- density of vocabulary
- use of synonyms
- the difference in word order, sentence structure and syntax compared to their native language
- connotative and denotative meanings of words
- imagery and symbolism can be difficult to understand
- understanding word problems could be an issue (i.g. Math problems-students understand the concepts but they may not understand what the question is asking)
When English Language Learners are struggling in learning, it's important for educators to analyze the underlying issues that are leading to these challenges and provide accommodations to help them overcome and succeed.
Higher-Order Thinking
Considering Bloom's taxonomy of educational objectives (knowledge, comprehension, application, analysis, synthesis, and evaluation) ELL students have a difficult time developing higher-order thinking because they have difficulties reaching the knowledge and comprehension levels. Science lab projects or complex educational tasks that require the application, analysis, and synthesis skills are going to be challenging for them.
Here are other reasons why higher-order thinking is difficult for ELL students:
Here are other reasons why higher-order thinking is difficult for ELL students:
- multi-step tasks are hard to comprehend
- what was taught in class does not always match the assessment
- assessments given in English, before they are proficient in the language
- students are required to draw from prior knowledge and experiences (an area non-ELL students struggle with as well)
Engagement
Engaging ELL students has been a consistent struggle for teachers. Especially for students in ELL classes find the class uninteresting and demotivating as traditional methods are the main instructional method for content delivery (Al-Bogami & Elyas, 2020).
Here are possible reasons for low engagement levels of ELLs in a classroom:
Non-ELL and ELL students both show more engagement and participation when the learning tasks are relatable and interesting for them (Al-Bogami & Elyas, 2020). However, even when ELL students are given relatable tasks, they may need more courage, assistance, and confidence to be able to fully participate in classroom activities, making differentiation and inclusive teaching methods imperative.
Here are possible reasons for low engagement levels of ELLs in a classroom:
- fear of participation and interaction with mainstream students
- students are worried about making grammar or pronunciation mistakes
- not confident enough in their English proficiency to express themselves
- not fully comprehending what the tasks they are required to do
- afraid to ask questions or looking "stupid"
Non-ELL and ELL students both show more engagement and participation when the learning tasks are relatable and interesting for them (Al-Bogami & Elyas, 2020). However, even when ELL students are given relatable tasks, they may need more courage, assistance, and confidence to be able to fully participate in classroom activities, making differentiation and inclusive teaching methods imperative.
The questions
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