Date

5-16-2022

Document Type

Thesis

Abstract

According to the Department of Elementary and Secondary Education, roughly twenty five percent of English learners (ELs) in Massachusetts are not graduating high school (DESE, 2021). This alarming rate of students whose first language is not English dropping out of school stems from an inequitable access to education for ELs that needs immediate attention. Research shows the use of technology in the classroom is one way in which educators can work to actively engage ELs in their educational experience and provide them with greater opportunities and access to both language and content knowledge (Brown & Allmond, 2021; Chambers, 2021). The goal of this study is to see what technology works in inclusion classrooms to provide them with more equitable access to educational content. This qualitative study includes interviews with teachers and observations in inclusion classrooms.

Department

Elementary and Early Childhood Education

Thesis Comittee

Dr. Jeanne Carey Ingle, Thesis Advisor
Dr. Herbert C. Hamilton Jr., Committee Member
Dr. Gia A. Renaud, Committee Member

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