Computer use and English reading achievement of third and fourth grade bilingual students

The purpose of this study was to examine the relationship between the amount of technology training a teacher receives, the amount of time spent on computers by bilingual students and their English reading achievement. This research was conducted at two southern California elementary schools and focused on eighty third and fourth grade students for whom English is a second language. The data was gathered from standardized test results, teacher observations and teacher surveys. The results indicated no significant difference in the English reading achievement of the bilingual students at School A, a technology magnet and School B, where significantly less money was invested in technology.