| Summary: | The research question asked, can a Knowledge Framework based model of computer
environments support English Second Language students in using Internet information to
develop content knowledge and cognitive academic language skills?
In the rapidly expanding digital world, students are able to locate and access vast
amounts of information. The challenge to teachers and students is to select, organize and
make productive use of this information. The research investigated student writing composed
in a customized computer writing environment which included windows for instruction,
graphics, text and Internet information designed to help students develop their academic
language skills and consolidate their content knowledge. Analysis of student work explored
how the students had used the resource windows to create their reports and graphics and how
their writing evidenced "academic discourse'. Analysis traced the selection and transformation
of information gathered from the Internet through the students' notes and graphics to their
final product. The analysis considered the degree to which the knowledge structures inherent
in the. information resources and graphic tasks were represented in the students' written
samples.
The study was based on an examination of regular school work undertaken by a group
of ten elementary second year ESL students in a sheltered class. Students worked under the
supervision of the teacher/librarian, classroom teacher and computer support teacher on a
collaboratively developed Marine Mammals unit. Although the implications of this research
are limited by the small number of students involved, the selection of a conventional content
theme and the general issues of support for ESL students in developing language and content
skills, as well as appropriate strategies for the educational use of Internet information expand
the application of the results.
The analysis of student work showed that ESL students were able to use the digital
environment to successfully identify, record, consider and present collaboratively researched
Internet content. In addition to teacher support and instruction, elements of the task design
identified as most critical to students' content and language learning included the use of
knowledge structure appropriate key visual tasks connected to notetaking and language
supports. === Education, Faculty of === Language and Literacy Education (LLED), Department of === Graduate
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