Ella-V and technology usage technology usage in an english language and literacy acquisition validation randomized controlled trial study
Ella-V and technology usage technology usage in an english language and literacy acquisition validation randomized controlled trial study

Summary/Abstract: This paper describes the use of technology to provide virtual professional development (VPD) for teachers and to conduct classroom observations in a study of English Language Learner (ELL) instruction in grades K3. The technology applications were part of a cluster randomized control trial (RCT) design for a federally funded longitudinal validation study of a particular program, English Language and Literacy Acquisition-Validation, ELLA-V, to determine its degree of impact on English oral language/literacy, reading, and science across 63 randomly assigned urban, suburban, and rural schools (first year of implementation). ELLA-V also examines the impact of bimonthly VPD for treatment teachers compared to comparison group teachers on pedagogical skills, measured by sound observation instruments, and on student achievement, measured by state/national English language/literacy/reading tests and a national science test. This study features extensive technology use via virtual observations, bimonthly VPD, and randomly assigned treatment and control schools with students served in English as second language (ESL) instructional time. The study design and methodology are discussed relative.

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