Dyslexia and digital technology

This research manuscript investigates how technology can be used to help students with dyslexia. Using a Google Forms survey and an interview with an expert on the topic, different types of technologies, the pros and cons of using assistive technology, and recommendations for implementing assistive technology in the classroom are listed. It was found that assistive technology is beneficial for students with dyslexia, but each student will benefit from different technologies. The main challenges with assistive technology that this research project uncovered included, glitches, not being user friendly, and the cost of some of these technologies. These problems apply mainly to higher tech assistive technologies, so including low tech assistive technologies in the classroom as well as high tech options could benefit students and avoid some of these challenges. Understanding some of the different assistive technologies that are available and beneficial for students with dyslexia is important for those involved in the education system so that we can give students with dyslexia the tools that they need to succeed. When educators know about, understand how to use, and have the resources to acquire assistive technologies then technology can be used to help students with dyslexia.

Language acquisition through digital games

This study strives to answer the question “Do educational video games focusing on language provide a better learning experience than traditional language education?” Research was focused on the differences between the language acquisition and enjoyment that these games provide in contrast to traditional pen-and-paper teaching methods. A literature study showed mixed results as to the effectiveness of these games. A survey, as well as interviews with experts in the field were conducted. This study concluded that while language games are more enjoyable to the student than traditional teaching methods, their use in the classroom does have several disadvantages. This led to the conclusion that while digital language games can be useful teaching tool, they should be used in conjunction with more traditional methods.

Defeating the digital divide

In my personal experience I witnessed a discrepancy between what was available to schools and students from high and low socioeconomic areas. This made me wonder about their access to digital technologies, specifically how the digital divide affects education and how I can help as an educator. Using information from background research, an anonymous survey completed by my peers and current teachers, and an interview with an expert, I was able to conclude that digital technologies are an effective educational tool used to enrich students’ learning experiences. This can be achieved using a variety of different strategies and tools, including Smart technology, tablets, video blogs, and experiments. Educators should participate in professional development opportunities to help lessen the digital divide. This in-depth knowledge will give them the skills to effectively use digital technologies in their classrooms. Schools can also ensure students have access to technology to balance any lack of access at home.

Creativity inspires exploration

In today’s society there is a growing problem around students and their hatred towards math. This research explored the various ways of how to make the math classroom a creative and engaging place for students. For this research, the guiding question was “How can teachers use technology in a creative enough way to make students more interested in the subject of mathematics?” The final findings for this research were slightly different than expected. When conducting the research for this project it was done through a Google Forms survey and through an interview with an expert (see Appendix A). Many of the people who responded to the survey had not experienced technology when studying math before. The survey results regarding the question if teachers should use more technology when teaching math was mainly positive. This research project will help me in my future math classroom to foster a love for math. Too many children develop a great hatred toward the subject of math and I would like to help contribute to the change of this growing problem and this research will help guide me.

Strengthening mathematical problem solving skills: Through the use of digital technology

In this study I propose to explore how digital technology can strengthen problem-solving skills in mathematics. To address this I composed a literature review on scholarly sources. I also conducted an online survey consisting of 20 participants from Mount Royal University. Lastly, I interviewed a professional and professor in the mathematics field, Dr. Pamini Thangararah, to draw upon her experience and views on problem solving in mathematics using technology. My data determines that digital technology is a tool utilized to problem solve in mathematics. According to my findings, technology is preferred to be used in math and to help problem solve. The significance to this research study is to identify whether students can use digital technology for math and to encourage high levels of problem solving skills. It is important for elementary teachers to utilize technology as a resource to enhance their students understanding of mathematics, thus leading to mathematical success.

Editorial

An overview to the third edition of the journal and an introduction to each of the eleven research manuscripts.

Technology and English language learners: Can digital technology enhance the English language learning experience?

This article focuses on the topic of technology and its role in elementary classrooms. Specifically, technology's use in supporting English Language Learners is researched, yielding results that are important for those working in the field of education, including pre-service teachers. Questions that are acknowledged in this article include: How can ELL students’ learning be enhanced with the use of technology? What technologies are best for supporting language learning needs? What advantages and challenges may arise with the use of technology? Both online survey and interview methods are used to collect data which are analyzed and collated using Google Spreadsheets and the word cloud software, Tagxedo. Results from research show that technology can be very beneficial in supporting ELL students upon a number of conditions being met: 1. The technology is intuitive and user friendly. 2. The technology/program does not replace the role of the teacher. 3. Teachers feel comfortable using the technology themselves to best support the learner. This may mean more training for teachers in the field of technology is necessary. 4. The technology enhances the child’s learning, rather than replaces a traditional practice that is just as effective. This research highlights professional roles and responsibilities, an important aspect of teaching, and is significant for educators striving to improve their teaching practice.

Digital technology: Supporting the language and literacy development of ELLs

This paper examines the use of digital technologies in the elementary classroom to support the language and literacy development of English language learners (ELLs). My research took place in Calgary, Alberta and included undergraduate students and a university based researcher. A Google Forms survey and an online interview was used to collect data. The results indicated that technology can be helpful to elementary teachers in supporting the language and literacy development of ELLs because it helps motivate and engage students. Teachers should be cognizant of the disadvantages that arise when using technology in the classroom to support ELLs. These concerns include the possibility that ELLs will become too dependent on technology and their social skills will be at risk with too much technology use. Being conscious of the disadvantages of technology use can inform teaching practices.

Integrating digital technology with inquiry based learning

The overall topic for this research manuscript aims to understand how to best incorporate the use of digital technology into inquiry projects with the goal to create more authentic learning experiences for students. Moreover, what types of digital technology are available in order to support and enhance student learning and understanding and how can we best prepare teachers in order for them to feel comfortable using these forms of technology in the classroom. In order to answer this complex question, I surveyed my fellow teacher candidates using Google forms in order to better understand their experiences with digital technology and inquiry based learning. I also looked to two practicing teachers in very different schools and was curious as to what their experiences have been with the success of digital technology and inquiry. This research is very valuable because the amount of digital technology that is rapidly increasing and the paradigm of education is also shifting too. Learning is becoming much more learner centered than teacher centered as a result of inquiry based learning. Therefore, pairing the these two together, I believe can provide a much more rich, engaging and authentic learning experience if done properly. However, my research did indicate inquiry based learning is still a fairly new approach and teachers and pre-service teachers are learning themselves how to implicate this practice with their own teaching philosophy and practice. I also found that digital technology can enhance can significantly student learning and growth yet it can also act as a divider among students and different schools.

Assistive reading technologies for struggling readers

The purpose of this research study was to identify how assistive technologies can be used in the classroom to assist elementary students with reading disabilities. The intent of this study was targeted towards identifying and exploring the different types of available reading technologies, their benefits, as well as the potential drawbacks that they inflict. This research draws upon examining findings from various literature reviews which focused on the placement and the impacts that assistive technologies present to students with learning challenges. Additionally, interviews with experts in the fields of inclusive education, early literacy, technology, and English language learners were conducted to further these findings. A survey was sent out to inquire Mount Royal University teacher candidates, educational faculty, and various elementary school teachers regarding how they have seen technology used to assist readers. The results of this research study indicated that assistive reading technologies have the ability to propel readers to reach higher levels of success and self-efficacy, enable readers and nonreaders to engage with literature, increase comprehension, and decrease learning gaps between students. These findings are significant and useful for current and emerging facilitators as they serve to provide an awareness of reading technologies that are available and the benefits that they present to readers. However, it is essential to recognize that not every reading tool will produce the same results for every child and that assistive reading technologies should not solely be relied upon by students or teachers.