The purpose of this study was to examine teachers’ levels of mobile device implementation and any measured differences in English Language Learners’ (ELLs’) performance in each modality of the ACCESS test. Researchers often support the use of mobile devices in the classroom, but this study was unique because of a combination of how it was focused solely on language development in ELLs, how classrooms were placed on the SAMR spectrum, and how student performance was analyzed in each modality measured by the ACCESS test (Budiman, 2014; Donahue, 2014; Marek, 2014; Mulcahy, 2017). Included in this study were 37 classrooms and corresponding teachers of grades kindergarten through four. For the 2016-2017 school year, participants taught in a district with both a one-to-one mobile device ratio and a high ELL population. Based on survey results, teachers’ reported instructional methods led to understanding of what levels of the SAMR spectrum students in each classroom were experiencing. The SAMR instructional levels were then compared to student ACCESS scores in each modality using an ANOVA as well as an additional TUKEY test when needed. The study yielded just one statistically significant ANOVA result. In third grade listening, SAMR level one classrooms were statistically different from SAMR level three classrooms but not level four classrooms (SAMR level zero and level two classrooms were not present in the particular data set). No other data set yielded statistically significant results between a SAMR instructional level and ACCESS scores in reading, speaking, listening, or writing modalities as well as students’ overall performance.
|Commitee:||DeVore, Sherry, Moeller, Trey|
|School Location:||United States -- Missouri|
|Source:||DAI-A 79/08(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, English as a Second Language, Educational technology|
|Keywords:||ACCESS test, English language learners, Mobile devices|
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