This document discusses a project that used technology to differentiate instruction for English language learning (ELL) students. It implemented various technologies, like flashcards, translation apps, and videos, across multiple classes. Data was collected before and after the implementation to measure its effectiveness in improving student skills in vocabulary, verbal interaction, reading, and writing. The results showed significant improvements in all areas, such as vocabulary comprehension increasing from 14% to 57% on-task. The document concludes that technology played a major role in these positive outcomes and should continue to be used and integrated into other subjects.

2. • Diversity occurs in all schools, and sometimes this can
create challenges for teachers. One of the struggles I
have had thus far in teaching is working with the
ELL/ESL students. While I nearly minored in Spanish, if
I do not practice it every day, I tend to forget some
things. When there is a language barrier in a
classroom, it can cause behavior problems or a lack of
learning and lack of engagement.

3. • This project focused on the use of
technology to differentiate
instruction for ELL/ESL students.
• The target audience consists of any
educator who is responsible for
teaching ELL/ESL students.
• Data was gathered before, during
and after the project to determine
and prove the effectiveness of
technology. The same group of
ELL/ESL students will be used,
however they will use this
technology across multiple classes.

4. • According to Traore and Kyei-Blankson (2011) the use of technology
for ESL/ELL students can actually motivate them and shows
improvement in their abilities to learn. In a study conducted by Green
and Yabarra (2003), there are 4 categories (vocabulary development,
verbal interaction, reading and writing) in which technology can help
to develop language in ELL/ESL students. This project will address the
use of technology to differentiate instruction in the classroom for
ESL/ELL students while focusing on the 4 categories of instruction
suggested by Green and Yabarra (2003) as well as measuring the
behavior problems discussed by Traore and Kyei-Blankson (2011)

5. • Health lesson on friendships-
listen to story and then answer
questions
• Words- Acquaintance, pal,
buddy, associate, companion
• 20 minute lessons
• Business class on workplace
words-
• draw up plans
• fill out paperwork
• get a promotion
• get a raise

6. • Ingles’ – Spanish to English
flashcards
• Action Words- shows pictures
and label picture

7. • EZslang- common English
phrases translated with
meanings and quizzes
• Google translate- students work
in small groups and play game

8. • Videos with words on screen to
read along
• Articles printed in Spanish
• App- Word lens

9. • Abitalk sentence builder- form
sentences based on image and
words given
• Google translate

10. • More engagement in ESL students
• Developing language and skills that can be built upon and used inside
and outside of school
• Less behavior problems
• Confidence
• Self-esteem- Promotion of peer interaction

11. • The following data was given by LA teachers(on a given day), before the
implementation of the project for each of the stated categories. Data
dependent upon student buddy translator in class with them:
• Vocabulary
• Percent on task during vocabulary activities-
• 14%- 1/7
• Verbal interaction
• Percent on task during verbal interaction activities-
• 29%- 2/7
• Reading
• Percent on task during reading activities-
• 0%-0/7
• Writing
• Percent on task during writing activities-
• 0%-0/7

12. • The following data was collected by LA teachers, after 3 weeks of
implementation in 2 class periods per day, this is the most current data:
• Vocabulary
• Percent on task during vocabulary activities-
• 57%- 4/7
• Verbal interaction
• Percent on task during verbal interaction activities-
• 57%- 4/7
• Reading
• Percent on task during reading activities-
• 29%-2/7
• Writing
• Percent on task during writing activities-
• 29%-2/7

13. • Based on the data, although
numbers may seem minor,
significant improvements have
occurred since the beginning of the
project.
• Students involved in the project
have begun to build essential skills
in the 4 categories.
• According to behavior data, the
amount of referrals has drastically
decreased among these students.
• Technology has played a major role
in the positive outcomes
experienced thus far.

14. • Continue the use of technology
to enhance their English
proficiency
• As skills improve, difficulty
increases
• Slow integration into other
content areas
• Decrease the time on
technology, and increase time
engaged in activities with their
peers

15. • Action Words. (2012). Innovative Mobile Aps LTD (Version 1.0) [Mobile application
software]. Retrieved from http://itunes.apple.com/
• ESL Vocabulary Lists. (2010). Retrieved February 25, 2015, from http://www.esl-
lab.com/vocab/index.htm
• Google translate. (2014) Retrieved from: https://translate.google.com/
• Sentence Builder App. (2015). Innovative Mobile Aps LTD (Version 3.06) [Mobile application
software]. Retrieved from http://itunes.apple.com/
• Traore, M. & Kyei-Blankson, L. (2010). Using Literature and Multiple Technologies in ESL
Instruction. Journal of Educational Multimedia and Hypermedia, 19(4), 451-467.
Chesapeake, VA: Association for the Advancement of Computing in Education (AACE)
• Word lens. (2010). Quest Visual LTD (Version 2.2.3) [Mobile application software]. Retrieved
from http://itunes.apple.com/
• Ybarra, R., & Green, T. (2003). Using Technology to Help ESL/EFL Students Develop
Language Skills. The Internet TESL Journal, IX(3). Retrieved February 1, 2015, from
http://iteslj.org/Articles/Ybarra-Technology.html

16. Have a great evening!