19 Future Forwards: Exploring Frontiers in Education
language development of the students, in particular, their MAP and WIDA
scores, which are standardized tests for English language. So far, more than
half of them have either shown significant growth in their language usage
or exceeded their projected growth in language usage, reading and end-
of-year lexile levels. Additionally, the teacher reported high school student
engagement while using the devices and apps. She observed that they
had strong intrinsic motivation to practice grammar and preferred using
the devices over other approaches, such as worksheets or flashcards. She
also noted that the need for individualization of learning is very high for
EAL instruction and that mobile devices and apps can support this. Her own
interest in this initiative will result in an Action Research report at the end of
the school year when all the standardized testing data is complete.
Interviews were conducted with the prototyping teachers for further
feedback about the impact of learning. Some teachers expressed that they
were still in tentative exploration about effective strategies for instruction
and learning engagement with mobile devices and showed a desire to
continue the Prototype for a few more months into the new academic
school year. Data will continue to be collected and analyzed.
Moving forward and based on positive results, these are the
recommendations for these Prototypes:
• ES and MS EAL be moved into the ML Program with continued data
collection for exploration of impact of learning.
• HS EAL, Counselling, Theatre Arts/Drama, MS Music, ES grades 4
and 5 will continue for 6 months more of study in Prototype with
no additional teachers added to the study.
In an interview with the high school counsellors, they observed that the
survey used to collect their data did not offer enough scope to capture all
the perceived benefits of using a mobile device in their role. A new survey
that better captures this data will be created in order to explore mobile