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if using digital presentation tools such as Google Slides, SeeSaw, or Screencastify lowers the affective filter for second language learners.

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what tools are most effective for vocabulary development for second language learners (Scholastic News read aloud feature, vocabulary websites, or close reading texts).

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how I can use technology to appropriately challenge my gifted students.

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how I can use technology to differentiate learning my gifted students.

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if it is a disservice to give the students a choice to use technology or not on assignments.

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if typing skills are at all correlated to vocabulary exposure, retention, and comprehension.

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if using technology as an incentive with gifted learners will motivate them to produce, perform, and/or reach their full potential. (basically, does technology increase student engagement among gifted learners?)

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I still don't have research or data to support a definite conclusion to this question, but based on my observations during our case study, I can infer that the majority of students, if given the option, would definitely choose to use technology on their assignments. Furthermore, technology, as proven in our case study, can have a positive impact on both student motivation and student growth when implemented properly. Therefore, I think the best options would be technology-based activities, and if there is a paper/pencil alternative assignment, it is very possible that the learning that takes place would not be as beneficial for a student compared to a student who completes the activity using a technology-based tool.

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Reflecting on what I learned throughout this course and the information gained from our case study, I continue to see the positive impact that technology can have on a child's education. Even though our case study did not focus specifically on gifted learners, they were included in the process. Technology acts as a huge motivator whether the the student is gifted or not. Just like any student, depending on the level of the gifted child, technology can most certainly be modified to meet their particular needs.

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After this semester, specifically the case study research process and execution, there was a lot to learn about technology and the impact it can have on ELLs. All four of our focus students happened to be ELLs, therefore, I was able to learn a lot based off of the literature, as well as the study and observation of these particular students. First of all, the use of technology definitely gave them the confidence and motivation to practice the oral reading fluency. They looked forward to participating in the intervention each day, and were thrilled at the end of the week to see the remarkable improvements. Furthermore, the research supports digital word decks to practice challenging academic vocabulary. One tool that was perfect for this was Quizlet. I was very surprised at the effectiveness of this site and the contribution that using it in the intervention process had on student fluency growth. Along with that, a couple of the tools in Quizlet, Spell and Gravity, have the students type out the challenging vocabulary, and it played a definite role in the retention of those particular words. Both the research and the study really opened my eyes to see even more ways that technology can be strategically implemented into the classroom to reach and strongly support ELLs.