BibSonomy bookmarks for /user/sandra.b/multimodalhttps://www.bibsonomy.org/user/sandra.b/multimodalBibSonomy RSS Feed for /user/sandra.b/multimodalCollaboration, creativity and the co-construction of oral and written textsRojas-Drummond 2008file:///C:/Users/Sandra/Google%20Drive/OU/E852/rojas_2008.pdfsandra.b2016-12-27T00:08:22+01:002016-E852 Part1 Unit5 conceptual multimodal oral zpd <span itemprop="description">Rojas-Drummond 2008</span>Using digital technologies to redress inequities for English language learners in the English speaking mathematics classroomThis study examined the question, ‘What is the impact of a digital math intervention on secondary ELL
students’ mathematical capabilities and perceptions of their future possibilities?’ The hypothesis was
that through its direct effect on increasing students’ math ability and its indirect effect on increasing
students’ perceived math self-efficacy, the digital intervention affects students’ perceptions of their
functionings and future possibilities. A path analysis, with qualitative data nested into the design, was
used to analyze the conceptualized relationships. The study was conducted with 50 ninth-and-10thgrade
Hispanic students in a Colorado high school, over 6 months. The primary finding was that
through its direct effect on increasing students’ math ability and its indirect effect on increasing students’
perceived math self-efficacy, the digital intervention improved students’ perceptions of their functionings
and future possibilities. What this study specifically underscores is the importance of taking
a coherent and purposeful approach toward the design of digital student-directed educational technology,
especially for ELL students who may have specific learning needs.
http://ac.els-cdn.com.libezproxy.open.ac.uk/S0360131511002739/1-s2.0-S0360131511002739-main.pdf?_tid=2e5c0d4c-cb45-11e6-a047-00000aacb362&acdnat=1482741047_be25cf01a5f067ba85f8fc95b5c15469sandra.b2016-12-26T09:32:16+01:00ESL Math Mathematics Maths digital multimodal self-efficacy technology <span itemprop="description">This study examined the question, ‘What is the impact of a digital math intervention on secondary ELL
students’ mathematical capabilities and perceptions of their future possibilities?’ The hypothesis was
that through its direct effect on increasing students’ math ability and its indirect effect on increasing
students’ perceived math self-efficacy, the digital intervention affects students’ perceptions of their
functionings and future possibilities. A path analysis, with qualitative data nested into the design, was
used to analyze the conceptualized relationships. The study was conducted with 50 ninth-and-10thgrade
Hispanic students in a Colorado high school, over 6 months. The primary finding was that
through its direct effect on increasing students’ math ability and its indirect effect on increasing students’
perceived math self-efficacy, the digital intervention improved students’ perceptions of their functionings
and future possibilities. What this study specifically underscores is the importance of taking
a coherent and purposeful approach toward the design of digital student-directed educational technology,
especially for ELL students who may have specific learning needs.
</span>art%3A10.1186%2Fs40554-014-0011-4.pdfhttp://download.springer.com/static/pdf/717/art%253A10.1186%252Fs40554-014-0011-4.pdf?originUrl=http%3A%2F%2Ffunctionallinguistics.springeropen.com%2Farticle%2F10.1186%2Fs40554-014-0011-4&token2=exp=1481290782~acl=%2Fstatic%2Fpdf%2F717%2Fart%25253A10.1186%25252Fs40554-014-0011-4.pdf*~hmac=b91f4e0a608164bd14dba9b8237956029b4a8ac128abf2202a197c630a907068sandra.b2016-12-09T14:36:39+01:00pedogogy discourse genre register modalities multimodal 2016-E852 <a itemprop="url" data-versiondate="2016-12-09T14:36:39+01:00" href="http://download.springer.com/static/pdf/717/art%253A10.1186%252Fs40554-014-0011-4.pdf?originUrl=http%3A%2F%2Ffunctionallinguistics.springeropen.com%2Farticle%2F10.1186%2Fs40554-014-0011-4&token2=exp=1481290782~acl=%2Fstatic%2Fpdf%2F717%2Fart%25253A10.1186%25252Fs40554-014-0011-4.pdf*~hmac=b91f4e0a608164bd14dba9b8237956029b4a8ac128abf2202a197c630a907068" rel="nofollow" class="description-link">http://download.springer.com/static/pdf/717/art%253A10.1186%252Fs40554-014-0011-4.pdf?originUrl=http%3A%2F%2Ffunctionallinguistics.springeropen.com%2Farticle%2F10.1186%2Fs40554-014-0011-4&token2=exp=1481290782~acl=%2Fstatic%2Fpdf%2F717%2Fart%25253A10.1186%25252Fs40554-014-0011-4.pdf*~hmac=b91f4e0a608164bd14dba9b8237956029b4a8ac128abf2202a197c630a907068</a>