Introduction
Technology plays a vital role in teaching and learning. Today, the concept of blended learning is widely used in learning environments. Blended learning is the deliberate combination of face-to-face learning and technology instructional activities to stimulate and support learning (Boelens et al., 2015). Although the idea of incorporating technology is not a new one, it had gained a lot of attention and wide adoption in the past few years. The method of instruction and learning has been executed and examined by different scholars in education since the emergence of information communication technology (ICT). The primary reason behind the increasing interest in the development of an effective way of blending technology into the traditional instruction method is the evidence that indicates that blended learning environments provide new opportunities to optimize the learning process (Spanjers et al., 2015). This means that technology is utilized in designing instruction that was previously difficult to plan. Technology does not substitute existing instructional activities and does not have a functional effect on teaching and learning. Although technology plays a crucial factor in improving learning outcomes and ensuring that learners have access to instruction even when not within the physical classroom, a wrong choice of technology can hinder the realization of the expected benefits of technology incorporation (Wang et al., 2017). Selecting any available technology and applying it in offering classroom instruction is not provide a surety that learning will take place.
Teachers are required to identify and select the most suitable strategies and materials when utilizing or incorporating technology in education in order to meet the learning needs of all students. Integration of technology in traditional instruction can present several challenges as instructors make an effort to select suitable strategies that will cause learning. One of the proposed tools to help integrate technology is into the usual learning process, and environment is the Turn-Around Technology Integration Pedagogy and Planning (TTIPP). This framework entails problem-solving when incorporating technology into learning. The current paper seeks to understand the implementation and e ffectiveness of the Turn-around Technology Integration Pedagogy and Planning Model (TTIPP Model) in improving learning outcomes for ELL and foreign language learners in primary schools in the United Kingdom (UK). It is a relatively new model, developed in 2019, thus the need to understand how it is implemented and its effectiveness in enhancing learning outcomes before adopting or proposing it. English Language Learners and their instructors face significant challenges in instruction and learning and if the TTIPP model is effective in improving learning outcomes through effective technology adoption, it can offer a significant benefit in the classroom. The topic was chosen because it is part of my professional academic development.
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Scope of Literature Search
The author formed search strings using keywords and terms to search for literature in various databases. The keywords used were English Language Learners (ELLs), English as a second language (ESLs), Turn-around Technology Integration Pedagogy and Planning Model (TTIPP Model), turn-around pedagogy, technology integration in learning, and academic performance. The search strings were used to identify articles in the following databases: Google Scholar. ERIC database, Elsevier, and Tandfoline. Articles published before the year 2000 were not considered for review due to the topic’s currency. Literature specific for the United Kingdom as well as those conducted in other countries but relevant to the research problem were considered.
Implementation of the TTIPP Model
The Turn-around Technology Integration Pedagogy and Planning (TTIPP) framework was formulated by Roblyer and Hughes (2019) to assist educators in incorporating technology into instruction in an effective manner. The framework presents a process that entails three steps when integrating technology into learning. This model is developed on turn-around pedagogy principles. Each of the three major phases of the model has three steps that should be implemented in order to effectively incorporate technology in the classroom and enhance student outcomes. In the first stage of the TTIPP framework, the instructor is required to study the problems related to teaching and learning among learners. Also, the teacher assesses the technologies available and all other technologies outside the classroom and school setting that might help solve the problems (Roblyer and Hughes, 2019). The problems of practice (POPs) are also identified and examined. It is common for instructors to experience face challenges in some areas of their instruction. For example, when instructing English language learners, it can be hard to explain some ideas or concepts, thus making it difficult for them to arrive at comprehension. Identifying a POP entails examining skills as well as concepts applicable to education as a profession. Moreover, it is crucial that the instructor studies the kind and the number of times learning activities associated with the discipline occur, learners’ task in the classroom, and all the indicators of the identified POPs.
Still, in the first phase of TTIPP, the teacher is expected to study the technology assets that students have as individuals and in their families. Availability of similar assets in the school is also examined. The purpose of conducting the assessment is to leverage the learner technology abilities as well as those of the teacher and the technological capacity of the learning institution (Roblyer and Hughes, 2019). Therefore, the teacher is expected to assess his/her Technological Pedagogical Content Knowledge (TCPK). The last activity in the first phase of the TTIPP process is compiling a list of all the technologies that have the ability to effectively address the POPs. The teacher should match the POPs with the right technologies. This indicates the need for the instructor to understand the learning and teaching problems within his/her class and the technologies that can be accessed.
The second step of the model involves designing a plan to integrate technology. The teacher should set learning objectives, learning assessments, and a plan to execute the integration. Also, it entails comparing the proposed technology for adoption and other previous techniques to determine if the new technique is beneficial (Roblyer & Hughes, 2019). The objectives should provide a clear picture of what will be realized through the technology. The existing assessment strategies can be applied in learning outcomes evaluation. Also, in this stage, relative advantage and integration techniques are set. The selected integration strategy is influenced by the teacher’s approach to instruction. Such approaches to instruction include, among others, constructivism.
The selection is followed by using the RAT (Replacement, Amplification, and Transformation) mode to examine all the benefits provided by the proposed technology. When applying the RAT method, the instructor is expected to assess instruction approach, process, and learning goals as set in the curriculum. The other essential component of this step is preparing the learning and teaching environment and instruction execution. The instructor decides on how assets should be arranged in the classroom to ensure that learning occurs (Roblyer & Hughes, 2019). It is vital at this stage to ensure that devices for learners with special needs are available to ensure that they participate in the learning process. Through the Universal Design for Learning (UDL), instructors can implement strategies to meet learners’ needs. Other factors to put into consideration include learners’ safety in the learning environment, effective classroom management practices, and availability of support, among others.
The last phase of the TTIPP model involves assessment and evaluation of the implementation process and identification of necessary improvements. The evaluation data collected in this stage is used to identify the success rate of the integration process and determine if other measures are needed to improve the process for better outcomes. The first thing to do in this step is to gather data on lesson outcomes and their positive or negative impact on the class. The information collected in this phase includes learners’ perspectives and objectives achievement as well as any other information that can contribute to the evaluation process. Besides, it is vital to examine if enhancing instruction can provide improved outcomes and if the adopted technology has made any significant improvement in areas such as instruction and learning. If evaluation data indicates that there are areas that require improvement, the instructor should implement suitable corrections based on the available information. In some cases, the changes can be small, while in others, they can be as major as redoing the initial phase of the model. The magnitude of the corrections to be made relies on the learner outcomes.
Critical Analysis of Literature
In the UK, English as an additional language (EAL) is the term used to refer to people who speak other languages besides English. Therefore, EAL pupils have another language that they commonly speak in their native countries. English is used as an addition to other the first language; hence can be a second or third language depending on the number of languages already learned in the past. The term EAL is used in research articles in the United Kingdom does not account for proficiency. It does not factor in diversity in proficiency. The UK population is in many ways becoming similar to others, especially in diversity. UK primary schools have experienced major changes in the number of ELLs in the past few years (Data Service Group, 2008). According to DSG (2008), there are more than 240 languages used in the country. It is increasingly becoming diverse in culture and language because of the changes caused by migration in the past few years. Use and the role played by language in the acculturation process is essential and can lead to the various challenges encountered by English language learners in the United Kingdom schools.
According to Liu et al. (2014), ELL pupils face language barriers and other obstacles they require to negotiate in schools. Their lack of proficiency can be a cause of distress and can further have a negative impact on their emotional wellbeing as they lack the linguistic means to communicate. The journey they take, especially new ELLs who have just arrived in the UK, is marked by uncertainty and a lot of anxiety. For those who are fortunate enough to come across other pupils who can speak their mother tongue or first language or a bilingual teacher, they receive some support, and it becomes easier for them to learn English. However, this is not a common situation for most ELLs in most UK primary schools. Although a lot of studies have not been conducted on the challenges that teachers and ELL pupils experience in the country, the little existing evidence indicates that teachers experience significant challenges in explaining some concepts or ideas to ELLs due to language barriers.
Although efforts have been made by most schools in the United Kingdom to incorporate and teach ELL pupils from immigrant communities, problems such as underachievement for these learners continue in the country (Ochoa et al., 2004). Language barriers affect their ability to participate in the learning process and their ability to integrate effectively into populations both inside and outside schools. Besides, the encounter of language anxiety when gaining a second language has a negative impact on their learning process. According to Ahmadi (2017), the use of technology can help address the problems faced by English Language Learners and their instructors in language acquisition. One of the most crucial factors for learning is the strategy used by the teachers to facilitate the activity of learning a new language. Becker (2000) argues that computer technology is considered one of the essential instructional tools in language classes.
Most teachers, as well as educationists, regard technology as a significant aspect of offering quality education. Technology gives a wide range of resources for English language learners. Existing evidence indicates that instructors must encourage English language learners to use appropriate technology activities to learn language successfully (Harmer, 2007; Genlter, 2015). Suitable technological materials are useful to learners, and they enhance cooperative learning (Harmer, 2007). Freeman & Anderson (2011) support the idea that technology offers instruction resources and takes the learning experience to the student’s world. Therefore, it is a crucial component of teaching through which teachers can facilitate language learning.
In a study to analyze the use of technology by ESL teachers, Zainal (2012) identified that the teachers used technology tools to present learning content to the ESL learners to address difficulties in understanding a literary text. For example. Some teachers used CD-ROM to explain and assess students’ comprehension of short stories. The technology changed the traditional method of reading from books as students learned from multimedia presentations with animations and narratives gathered from the original books. Findings indicated that the technology helped describe the events of the stories and their setting (Zainal, 2012). As a result, it contributed to a better comprehension of texts hence better learning outcomes. Besides, findings of the study indicate that effective integration of technology leads to improved student response to text and increased motivation to learn.
According to Zainal (2012), although technology integration leads to better learning outcomes for ELL students, effective integration is limited by numerous factors such as the teachers’ understanding of classroom problems and the instructor’s technological knowledge and integration methods, among other factors. Besides, it is restricted by the approaches existing in ELL programs. The most important factor identified in effective technology integration in ELL classrooms is Technological Pedagogical Content Knowledge (TPCK) (Zainal, 2012). TPCK is paramount in effective technology integration to improve learning outcomes (Koehler & Mishra, 2008).
The TTIPP model is based on the ideas of turn-around pedagogy and incorporates technological interventions to improve the learning outcomes of at-risk students. It incorporates the principles of Technological Pedagogical Content Knowledge, thus helps teachers address the problems they face when integrating technology in the classroom. According to Roblyer & Hughes (2019), the TTIPP approach is effective because it increases the instructor’s awareness of the students’ backgrounds, comprehension, experiences, and interests. Existing evidence indicates that turn-around pedagogy effectively addresses the problems experienced by teachers in instructing at-risk learners.
In their turn-around pedagogy designed instruction designs, Kamler & Comber (2005) findings indicate that the teachers who participated in the study identified a remarkable improvement in their ESL students. In addition, the literacy performance changed drastically. According to Kamler & Comber (2005), students who had pasts of academic failure or disengaged improved their performance and classroom engagement. In turn around pedagogies, teachers engage with students experiencing difficulties in learning by using diverse strategies to succeed in assisting at risk-learners. By applying the approach, the teacher identifies and can tap into a student’s rich background to improve literacy learning. Based on these principles of turn-around pedagogy, the TTIPP model successfully addresses all the possible human problems that can hinder language acquisition in students who are at risk of falling behind their peers due to language barriers. Besides, the TTIPP model has been shown to effectively manage most of the procedural challenges faced when teachers are trying to integrate technology into learning.
Each of the three phases of the framework helps instructors to effectively incorporate technology into the learning process when handling struggling students, such as the one experienced by English language learners and their instructors. It improves learners’ interests and their participation in the classroom. Through an in-depth understanding of students’ backgrounds and experiences, teachers begin seeing the students as assets (Roblyer & Hughes, 2019). The TTIPP method revitalizes the curriculum through re-engaging students, and the outcome is a better achievement. Moreover, the model helps the teaching staff to assess the integrated technology to identify if it has helped improve instruction and learning for ELL learners.
Roblyer & Hughes (2019) argues that TTIPP helps teachers identify the best technological interventions and resources to help ELL students improve their academic performance. Its effectiveness and efficiency in helping teachers identify problems among learners and select the best technology-based interventions while putting into consideration the teachers’ technology knowledge makes it a suitable and effective model of improving the learning outcomes of ELL students in UK primary schools. It leads to sustainable improvement in learning institutions. According to West et al. (2005), successful practices are vital in ensuring sustainable changes in the education sector.
Recommendations
The aim of this paper was to describe how the Turn-around Technology Integration Pedagogy and Planning (TTIPP) framework is implemented and determine its effectiveness in enhancing the learning outcomes of ESL pupils in the UK. The findings of this review show that the TTIPP model is founded on the principles of turn-around pedagogy, an approach that has proved effective in improving the learning outcomes and performance of at-risk learners such as English language learners. The findings further show that effective implementation of the model requires instructor knowledge of technology and related resources. ESL teachers in the UK experience significant problems when instructing ELLs, and the students also find it challenging to comprehend a new language. As a result, they do not have the same opportunity as their English language proficient learners to excel in their academics. Through the TTIPP model, instructors can overcome the problems existing in their classrooms, leading to academic achievement for at-risk learners. However, most teachers are not aware of the model’s existence and application in the learning context. They lack the knowledge needed to implement the TTIPP model. Therefore, if the performance of ESL learners will improve in UK primary schools, teachers should be trained on the TTIPP model to help them effectively integrate technology into learning, thus manage instruction and learning problems in classrooms. Failure to do so will lead to continued inequality in the education system in terms of opportunities to succeed academically. According to Kerr & West (2010), schools can reduce social inequalities in our society today. Due to increased diversity in terms of cultures and language, primary school teachers across the United States should incorporate the model in their instruction approaches. Besides, teacher training institutions should incorporate the model as part of the syllabus to equip teachers to handle and manage the difficulties that arise when dealing with ELLs in the teaching profession.
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