Assessing the Effects of Digital Storytelling on Middle School English Language Learners
Christine Rosalia, Hunter College, CUNY, United States ; Marcus Artigliere, I.S. 220, John J. Pershing School, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper is a report on the effects to student learning when students create multiple digital stories in the middle school English language-learning classroom. The researchers created a project based curriculum where 16 individual students created 5 digital projects (each story having multiple drafts and revisions) over an 7 month period--thus presenting a more nuanced description of computer assisted language learning development than currently available in the extant body of research on digital story-telling with language learners. Initial findings indicate that students made substantial and measurable improvement in their writing, reading, speaking and self-regulated learning, particularly in their development of metacognitive skills related to reading and writing stamina. The presenters will share the system of self-, peer, and teacher formative feedback used in each cycle of digital story development. Practical managing of projects within the new common core standards will also be addressed.
Rosalia, C. & Artigliere, M. (2012). Assessing the Effects of Digital Storytelling on Middle School English Language Learners. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1447-1450). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).
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A Research Analysis on the Effectiveness of Technology in English as a foreign Language (EFL) Teaching and Learning in Elementary and Middle Schools
Mariam Alqarawi, Shorog Dandeni & John Ronghua Ouyang, University of North Florida, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1994–1999
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