Classroom response system-mediated science learning with English language learners
Abstract
We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate...
Paper Details
Title
Classroom response system-mediated science learning with English language learners
Published Date
Feb 25, 2010
Journal
Volume
24
Issue
2
Pages
81 - 99
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