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Conducted at an urban secondary school with a strong commitment to student-centered technology use, the research applies ethnographic and quantitative classroom observations to explain variation in English learner performance while accounting for wide differences among classrooms and students. 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purpose of the study on technology-enhanced classrooms?","Question",{"text":63,"@type":64},"The study investigates how classroom features of technology-enhanced environments affect English learner students’ language development and academic achievement, especially for students with immigrant and linguistically diverse backgrounds.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which technology-related classroom features were most supportive of student outcomes?",{"text":68,"@type":64},"Findings suggest that technology-enhanced classroom features that aligned with student-centered learning and strengths-based teaching best supported language development and subject-area content mastery.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors outside the classroom influenced students’ interactions with technology?",{"text":72,"@type":64},"The study highlights technology use at home, academic engagement, and language use with friends, along with individual circumstances such as 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Carhill-Poza Tim Williams Jie Chen  \nContents  \n\n| Executive Summary | 3 |\n| --- | --- |\n| Introduction | 5 |\n| Theory and Research | 6 |\n| The Current Study | 7 |\n| Research Design | 9 |\n| Study Setting and Participants | 9 |\n| Research Methods | 11 |\n| Data Collection | 11 |\n| Measures | 13 |\n| Quantitative Data Analysis | 14 |\n| Qualitative Data Analysis | 14 |\n| Findings | 16 |\n| Technology at Patriot High School | 16 |\n| Factors affecting Growth in English Proficiency and Academic Achievement | 17 |\n| Individual Factors: Overage, Family\u003Cbr>Poverty, Student Work | 17 |\n| Language Use with Friends | 22 |\n| Technology at Home | 24 |\n| Academic Engagement | 26 |\n| Classroom Instruction | 27 |\n| Modeling the Impact of Student Characteristics and Classroom Teaching with Technology on Growth in English Proficiency | 29 |\n| Modeling the Impact of Student Characteristics and Classroom Teaching with Technology on Academic Achievement | 31 |\n| Discussion | 33 |\n\nReferences 35  \nExecutive Summary  \nAmixed-methods analysis of how features of technology-enhanced classrooms affected  \nstudents with linguistically and culturally diverse backgrounds was undertaken at an  \nurban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used ethnographic and quantitative classroom observations to explain variation in English learner students’ academic achievement and language development while taking into account the immense variability among immigrant students and their classrooms. We conducted this study because so little is known about how the needs and strengths of immigrant students are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks.  \nKey findings suggest that:  \n• The features of technology-enhanced classrooms that best supported language development and subject-area content mastery were aligned with studentcentered learning and strengths-based teaching, explaining substantial variation in emergent bilingual students’ Growth in English Proficiency and Academic Achievement. Quantitative analysis revealed a range of student centeredness across 10 classrooms while qualitative analysis described common practices.  \n• Our findings also bring to light some of the unique factors from the lived experience of immigrant students that affected how they interacted with technology in their classroom: These include technology use at home, academic engagement, and language use with friends, as well as being overage for their grade, experiencing family poverty, and whether they worked.  \n• While most students evaluated their experiences using the one-to-one devices in their classrooms extremely positively (80.9%), some were not convinced that they added value to their learning (19.1%) . Both perspectives are valid given the range of teaching practices observed in just one school and the ways  \nthat those practices aligned with immigrant students’ realities outside of school. Implications for policy and practice follow:  \n• English learners, a diverse and demographically significant group, had experiences outside of school that were often markedly different from mainstream students as well as from one another. To effectively integrate technology into linguistically and culturally diverse classrooms, policy and practice need to account for both the commonalities of the immigrant experience and the astonishing variation between individuals.  \n• Although technology is a powerful lever for innovation in teaching and learning, it is resource-intensive for teachers and students to integrate into linguistically and culturally diverse classrooms effectively. Rapidly changing global and digital technologies necessitate constant innovation and continued investment. Technology can be part of a complex and resource-intensive transformation of teaching and learnin","cbCaioxZSy9zfs3A","https://ap.wps.com/l/cbCaioxZSy9zfs3A","pdf",2056891,"English","# Executive Summary\n# Introduction\n# Theory and Research\n# The Current Study\n# Research Design\n# Study Setting and Participants\n# Research Methods\n# Data Collection\n# Measures\n# Quantitative Data Analysis\n# Qualitative Data Analysis\n# Findings\n## Technology at Patriot High School\n## Factors affecting Growth in English Proficiency and Academic Achievement\n## Individual Factors: Overage, Family Poverty, Student Work\n## Language Use with Friends\n## Technology at Home\n## Academic Engagement\n## Classroom Instruction\n## Modeling the Impact of Student Characteristics and Classroom Teaching with Technology on Growth in English Proficiency\n## Modeling the Impact of Student Characteristics and Classroom Teaching with Technology on Academic Achievement\n# Discussion","[{\"question\":\"What is the purpose of the study on technology-enhanced classrooms?\",\"answer\":\"The study investigates how classroom features of technology-enhanced environments affect English learner students’ language development and academic achievement, especially for students with immigrant and linguistically diverse backgrounds.\"},{\"question\":\"Which technology-related classroom features were most supportive of student outcomes?\",\"answer\":\"Findings suggest that technology-enhanced classroom features that aligned with student-centered learning and strengths-based teaching best supported language development and subject-area content mastery.\"},{\"question\":\"What factors outside the classroom influenced students’ interactions with technology?\",\"answer\":\"The study highlights technology use at home, academic engagement, and language use with friends, along with individual circumstances such as being overage for grade, experiencing family poverty, and whether students worked.\"}]","Teaching and Learning with Technology in Linguistically Diverse Classrooms | PDF",1792055003,101]