Classroom response system-mediated science learning with English language learners

We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate pedagogies, CRS integration can provide learners with additional opportunities to become active participants and agents in their own learning by supporting teachers in reshaping their discourse patterns. We highlight how the CRS led to greater engagement by supporting a shift in the rhythm and participation structures of discourse. Implications for use in classroom settings by teachers with a range of expertise in instructional technology are provided.