The effects of technology based curriculum vs. conventional instruction on language arts trimester benchmarks of special education qualified 7th grade english language learners

Making the core curriculum accessible to students who are English language learners (ELL) is one of the many challenges of being a teacher in today's multicultural society. English language learners, who are also special education qualified struggle to meet the high expectations set by the state and district through No Child Left Behind (2001). Evidence of their failure can be measured by the District-regulated Language Arts benchmarks administered each trimester. This thesis explored the use of technology-based curriculum as a scaffold to bridge the literacy learning gap for special education-eligible English learners. Past studies have shown that technology has been useful in closing the comprehension gap. In this study, after a benchmark pre-test was given to 10 students, technology integration was applied through a district-provided curriculum with 5 of the 10 students. At the conclusion of the lessons a benchmark post-test was given and the scores were evaluated and compared between students who did and did not receive the technology-based lessons. The results showed gains for both control and test group participants. Keywords: Technology integration, English language learners, special education, curriculum benchmarks