This study investigates the integration of multimedia technology in the curriculum and the possibility that with proper implementation the technology will enhance the academic achievement of students at an alternative high school in the Language Arts. The study will be conducted at the A+ at Westmeade Alternative High School, which is part of the Philadelphia Academy Services Charter Schools. An English class of 4 students will participate in this study, which will take place over ten class periods per two school weeks. During the first week the students will be given the short story, The Tell-Tale Heart, by Edgar Allan Poe and the lyrics to “Time” by Pink Floyd. The students will be asked to write a 4 paragraph summary of the short story, which will include the literary terms used in class, such as, internal rhyme, alliteration, and extended metaphor. The students will be asked to relate the short story to the lyrics of “Time” in the writing assignment. During the second week of the research the students will be introduced to the multimedia technology and the results are expected to show a dramatic increase in the students' Language Arts skills.
Literature Review
There exist many research articles about integrating technology into the curriculum with consideration to the language arts. Daniels (2004) investigated the effects of computer technology on writing instruction and performance in 5th graders, which indicated an increase in motivation and writing regarding integrating technology in the classroom. Moreover, this literature review is more concerned with technology that will help motivate students make academic gains in the writing process.
However, as we transition into the 21st century, research continues to better understand the processes involved while implementing new technologies in the classroom. Charlene Van Leeuwen and Martha A. Gabriel emphasized the important emergence which educators have responded to regarding the integration of communication technologies in the classroom. Furthermore, Van Leeuwen et al. states that the continuous search for communication technologies to enhance effective teaching and learning strategies to meet the demanding needs of the 21st century learner is an ongoing and strenuous process. (2007)
Integrating technology in the classroom is an ongoing process that requires patience as well as the ability to comprehend demonstrate and utilize certain technologies which are in great demand today. Furthermore, educators and administrators must collaborate upon implementing such technologies regarding a well rounded curriculum that not only challenges the student body but also enhances the learning experience.
Constructing web-based activities for the alternative classroom; implementing learning objects and 21st century skills; adopting curriculum based, technology enhanced field experiences for teacher candidates in the field of education; engaging students with multimedia projects and instilling a constructivist learning mind set; integrating literacy activities using new technology; and adapting to the radical changes in technology, are all connected to the definition of what a curriculum that integrates technology should be. Curriculum simply is the integration of learning objectives, practices, assessments, and scope and sequence of an entire academic program to meet a mission or belief and in this research the belief that multimedia technology can enhance student achievement in the content areas is the purpose.
Twyman and Tindal (2006) concluded that computer adaptive technology is an effective learning supplement for students with disabilities in content classrooms. Their study used a conceptually framed, computer-adapted text in a self contained Social Studies classroom, which measured comprehension, and problem- solving performance during the reading and writing process. Although the research proved positive for students with learning disabilities (LD) using technology in the classroom, the research had many limitations regarding a small sample size of students with LD. Furthermore, Daniels stated that teacher training in the technology implemented needs to be addressed more aggressively before the integration can take place. Moreover, the study of Van Leeuwen et al. emphasized the use of word processors in the classroom to support the writing process of students. In addition, the research recognized and acknowledged the sociocultural theory of literacy as well as the experience and skill set of the student.
I found this to be very helpful to my research considering the technology implemented into the curriculum on the grounds that pedagogy and instruction regarding new technologies in the classroom will result in a collaborative approach and influence positive outcomes in the future. The implementation of word processors improved student motivation during the writing process with emphasis on drafting, editing and tailoring the finished product with a personal touch, which researchers found to be a positive outcome. However, the data collected during this research evolved from observations and interviews from teachers and students at various schools and during different times, which could have caused some limitations due to a small sample size.
As a final result the researchers have indicated that the teachers involved recognized significant gains in primary skills regarding the use of the new technology. In another study, Common Ground in Cyberspace: Constructing Web-Based Literacy Activities in Teacher Education, by Paula Boxie, (2006) innovative ways were observed on how to implement technology in the classroom by discussing four common elements, which surfaced as teacher candidates constructed a web-based literary activity. The researcher finds this article relevant to his research because the first step in implementing technology in the curriculum and or classroom is to make sure the teacher using the technology is trained to do so effectively.
Furthermore, according to Boxie the research was a national study conducted by the National Center for Education Statistics, which determined how technology was integrated into classroom lessons but before it can be integrated in the classroom it must first be designed in the curriculum and the sequence of the academic program. The collaborative activities included reading comprehension, the writing process, and research skills, which were designed for the second grade, eighth grade, and an alternative high school. The data collected raised questions about how technology training in teacher education still needed attention and the reform should begin in the Universities before changes in the curriculum could take place. However, the research focused on the curriculum activities and assessed the range of commitment each teacher had while implementing the technology, which I found very insightful considering my research herein. The researcher feels that a teacher must make a full commitment when integrating technology in the classroom, which should entail the theory of, what is taught, is what is learned.
In addition, the research of Shelley B. Wepner, Kathleen A. Bowes, and Rita S. Serotkin reveals that technology integrated into the classroom is not only a learning process but an ongoing commitment which should begin with preservice training considering future teachers. (2007) Furthermore, attitudes towards technology in the classroom needed to change and that the adjustments would take time and commitment considering all facets of the implementation process. Considering curriculum, Cramer (2007) emphasized the importance of implementing learning objects as instructional technology, which will prepare students for the twenty-first century skills necessary for success during the transition into the work force. Furthermore, the article states supporting evidence on important components, which design curriculum around technology by answering the following question: Does technology increase student learning?
Moreover, the article reported mixed findings on integrating technology in the classroom considering student learning and concluded that there are two types of instructional technology: learning from technology and learning with technology.
Cramer (2007) suggests that learning with technology is very beneficial and introduces three phases of technology use when considering the restructuring of curriculum, such as, print automation, expansion of learning opportunities and data-driven virtual learning. In short, Cramer concludes that technology does in fact increase student learning and can change the nature of the curriculum. (2007)
Educators have the opportunity to use technology to increase the efficiency of the educational process. When integrated into well-designed and meaningful instructional activities, technology promotes learning for students with and without disabilities according to Margaret E. King-Sears and Anna S. Evmenova. (2007) I agree. If the lesson is not well thought out and prepared with the instructional technology in mind it is a waste of time and energy. The students will not benefit from an activity that has not been planned accordingly with the technology being implemented.
Relevant to the article of King-Sears et al. and significant to the research conducted is the study from Mai (2007), which demonstrates the integration of technology into the curriculum based on the structure of the constructivist learning approach, which not only enhances instruction but provides enriched lessons in a more engaging curriculum for the student. The research was based and structured around a multimedia project to be designed with new technology using the multimedia development process. (MDP) The research concluded that multimedia projects that are student driven were beneficial to the learning process regarding personal experience and knowledge, which students gathered from many sources. According to the study of Shannon M. Carlin-Menter and Thomas J. Shuell (2003) regarding writing strategies, the possibility that multimedia authorship may help students become more proficient writers is represented in the results. Furthermore, the participants were to develop a non-linear presentation using Hyper Studio technology. The students wrote an essay, which dealt with an assigned topic both before and after the multimedia project. The research proved significant increases in the students' scores on the organizational quality of the essays from the pre-test to the post-test.
The question is answered again. Technology increases the learning of the student. Moreover, Menter et al. mentions that the study was to investigate the possibility that multimedia technology can increase the proficiency of student writing. In addition, Menter et al. emphasizes that the main concern of the study was whether teaching students about multimedia design and having them develop their own multimedia project will enable them to better organize their ideas in a more traditional writing method using a writing instrument instead of a word processor (2003).The results proved positive. According to Saddler and Asaro (2007) supplemental writing instruction increases the writing quality of students with disabilities through planning and revising.
The students used a self-regulated strategy development approach when it came time to plan and revise their stories. The research didn't involve technology but was mostly student driven regarding the processing, planning, problem solving, and revising of the written work. In a study related to that of Saddler et al., which implemented technology in the English classroom was conducted by McGrail (2003), which emphasized a school wide lap top initiative and the perspectives of secondary English teachers. According to McGrail (2003) schools across the United States have committed themselves to lap top technology programs as a way to encourage information processing, problem solving, and student centered learning, and critical thinking in collaborative classrooms. Furthermore, McGrail (2003) suggests that computers in the classroom are not the only answer for a positive experience with technology in the classroom. Computers are only a minor element in the technological change in the classroom, McGrail (2003) emphasizes that the key element to this change is the teacher. In short, it seems like every educator has the same theory, “that the important component in a change process is not the technology that is being implemented but the beliefs and practices of the people who are affected by it”, (McGrail pg.1057).
In response to the research study conducted by McGrail (2003), I believe that everyone is affected by new technologies being implemented in the classroom. Moreover, the literature review suggests many different technologies and implementation practices, from redesigning curriculum to simple word processing activities. Furthermore, the review also implies the integration of instructional technology and assistive technology implemented in the classroom to enhance the academic performance of students. The current study examines the use of multimedia technology and investigates that with proper implementation the technology will enhance student academic achievement in the Language Arts.
Method
Research Design
The researcher will demonstrate a quantitative research method using an ABAB design while conducting the study. A multiple-baseline-across conditions design will be used considering multiple probes during baseline to measure pre-instruction and post-instruction. The researcher also incorporated an experimental comparative research method examining the organizational writing skills demonstrated between four students from an English class at the A+ at Westmeade Alternative School who display various behavior and learning disabilities.
The researcher will proceed to implement analytical research methods by analyzing student tests, assignments and past performance of a pre-test considering organizational writing skill. The pre-test was administered before the intervention of multimedia technology and will demonstrate the researcher's reliability of the intervention. This study will investigate the integration of multimedia technology in the classroom and the possibility that with proper implementation the technology will help students enhance academic achievement in the Language Arts, more specifically, writing organization and comprehension skills.
Procedure
An English class of 4 students will participate in this study, which will take place over ten class periods per two school weeks. During the first week the students will be given the short story, The Tell-Tale Heart, by Edgar Allan Poe and the lyrics to “Time” by Pink Floyd. The students will be asked to write a 4 paragraph summary that includes the literary terms used in class, such as, internal rhyme, alliteration, extended metaphor and carpe diem. The students will complete 3 tasks while developing their paragraphs. 1. Recognize and discuss the Carpe Diem theme. 2. Make connections between the song and his/her own life using the poetic devices of internal rhyme, alliteration and extended metaphor. 3. Recognize the connection between the Carpe Diem theme of the song and the work of literature. In the conclusion of the first week the students will hand in their writing assignments to be graded. The papers will be filed in individual student work folders as baseline data to be compared later. The researcher expects to see an increase from baseline data after the completion of the second week.
During the second week (intervention phase) the students will be introduced to the technology of the experiment. The song, “Time”, by Pink Floyd, will be introduced which illustrates the Carpe Diem theme and can be used as a companion piece to the literary work by Edgar Allan Poe. The selection introduces various poetic devices and significant sound effects which enhance the meaning of Carpe Diem. The students will be introduced to a power point presentation including: fractal images, album cover art and the song, which will be played throughout the presentation. The students will be asked to rewrite their summaries and to address the same tasks in their papers as in the first week of the study. The students will also be given access to an Edgar Allan Poe Myspace page that contains historical information, a web-quest, a short film of The Tell-Tale Heart and a multimedia tour of the Poe house in Philadelphia. During the first week of the study the students will be without technology and during the second week they will be using technology as they re-write their paragraphs. The results of the intervention will be collected during the ten day period and are expected to be dramatically different with an increase of the Language Arts skills of reading, writing organization and comprehension.
Results
Based on the students' work during the first week, the researcher's assumptions of organizational errors and comprehension being approximately on a grading scale of 60% to 75% were accurate, which were visually demonstrated using a likert scale. All four participants failed to develop structured paragraphs while attempting to execute the three tasks of, 1. Recognize and discuss the Carpe Diem theme. 2. Make connections between the song and his/her own life using the poetic devices of internal rhyme, alliteration and extended metaphor. 3. Recognize the connection between the Carpe Diem theme of the song and the work of literature. .If the intervention phase of implementing technology is successful, the researcher can expect the grading scale to increase above the baseline grading scale of 60% to 75% in all five participants. During the intervention phase the researcher has reported that the students were more involved in the writing process and the interest levels in all four students increased due to the fact that there was more interaction considering the use of various technologies. In the conclusion of the second week the researcher is pleased to report that the collection of the data during the intervention phase has significantly increased above baseline to approximately 80% to 95% on the grading scale. The dependent variable is the behavior being targeted for change and in this study that behavior is poor writing skills. The independent variable is the intervention being implemented to change the poor writing skills and in this study the independent variable is multimedia technologies. The results of the intervention can be ..seen on the following graph (A).
Baseline = Pre-writing, Intervention = Post-writing
The researcher feels that by implementing various technologies in the classroom and giving students with learning disabilities the opportunity to experience a constructivist approach to learning Language Arts skills was a success during the two week study. The researcher is confidant in answering the question: Does technology improve student learning?
Discussion
The purpose of this study was to examine the effectiveness of implementing technology in the special education classroom in hopes to increase student learning in Language Arts skills. The participants of the study all display various learning disabilities and emotional pitfalls in the educational setting. The research has shown that with proper implementation of the technologies baseline scores have increased and students with multiple disabilities improved their academic achievement in the Language Arts, considering reading, writing organization and comprehension skills.
The limitations of this research are the disabilities each student possesses. If the students can achieve progress in their language arts abilities in just two weeks with the implementation of multimedia and word processors the possibilities of increasing the whole student body's language arts skills is not too far behind. The researcher agrees with the McGrail study stating, “That the important component in a change process is not the technology that is being implemented but the beliefs and practices of the people who are affected by it”, (McGrail 2006). If we can instill this belief system in the students and other teachers that technology can increase student learning, positive change for special education students with multiple disabilities can happen anywhere. Further research might examine the professional development of special educators and or teacher candidates in the area of implementing technology into the curriculum. The results of this study should support the hypothesis that implementing technology can increase student learning for students with behavioral and learning disabilities. Furthermore, with a time-sensitive training procedure and a constructivist learning approach, instructional technology can improve students' academic achievements in both general and special education.
The purpose of this study was to examine the effectiveness of implementing technology in the special education classroom in hopes to increase student learning in Language Arts skills. The participants of the study all display various learning disabilities and emotional pitfalls in the educational setting. The research has shown that with proper implementation of the technologies baseline scores have increased and students with multiple disabilities improved their academic achievement in the Language Arts, considering reading, writing organization and comprehension skills.
The limitations of this research are the disabilities each student possesses. If the students can achieve progress in their language arts abilities in just two weeks with the implementation of multimedia and word processors the possibilities of increasing the whole student body's language arts skills is not too far behind. The researcher agrees with the McGrail study stating, “That the important component in a change process is not the technology that is being implemented but the beliefs and practices of the people who are affected by it”, (McGrail 2006). If we can instill this belief system in the students and other teachers that technology can increase student learning, positive change for special education students with multiple disabilities can happen anywhere. Further research might examine the professional development of special educators and or teacher candidates in the area of implementing technology into the curriculum. The results of this study should support the hypothesis that implementing technology can increase student learning for students with behavioral and learning disabilities. Furthermore, with a time-sensitive training procedure and a constructivist learning approach, instructional technology can improve students' academic achievements in both general and special education.
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