Enhancing the Writing Development of English Language Learners: Teacher Perceptions of Common Technology in Project-Based Learning

Results from this study suggest teachers believe technology may provide English language learners (ELLs) an advantage in developing writing skills. Using a theoretical framework by Hadaway, Vardell, and Young (2002) citing seven teacher practices that support the writing of ELL students when writing processes are embedded in real-world activities, this research sought to isolate technology supports within the framework. Practices include: time and opportunity to write, a reason for writing, a genuine audience, access to role models, a safe environment, useful feedback, and a sense of community. Fourteen K-8 classroom teachers reflected on specific classroom events whereby technology was used to support activities in which ELLs wrote within a project-based environment. Using a collective case study approach, the yearlong investigation used qualitative analyses of impressions from the teachers and the professional developer who supported these teachers. The study concluded that the Hadaway, Vardell...