UC San Diego UC San Diego Electronic Theses and Dissertations Title From Snail Mail to Live Chat : : How Technology and a Pen Pal Program in the Classroom Intrinsically Motivates Deaf Student's ASL and English Development Permalink https://escholarship.org/uc/item/1jd8670f Author Strickland, Amanda Publication Date 2013 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO From Snail Mail to Live Chat - How Technology and a Pen Pal Program in the Classroom Intrinsically Motivates Deaf Student’s ASL and English Development A thesis submitted in partial satisfaction of the requirements of the degree Master of Arts in Teaching and Learning: Bilingual Education (ASL-English) by Amanda Strickland Committee in charge: Professor Tom Humphries, Chair Professor Amanda Datnow Professor Bobbie Allen 2013 Copyright Amanda Strickland, 2013 All rights reserved. The thesis of Amanda Strickland is approved and it is acceptable in quality and form for publication on microfilm and electronically: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Chair University of California, San Diego 2013 iii DEDICATION I would like to recognize some significant individuals and express my gratitude for their support during my thesis development, curriculum implementation and completion:  My parents, Mark and Laura Strickland, for supporting me every step of the way during this journey. I could turn to you both, no matter how late and you would listen and provide guidance. You two are the reasons I have succeeded throughout my whole life and through graduate school in the first place. Everything that makes for an outstanding teacher: passion, love, kindness, a thirst for knowledge and laughter, I learned at home from you.  Chandler Garbell: a former classmate and current amazing friend. You always helped me find my path when I could not see the forest through the trees. This thesis would have stayed just a dream without you.  My master teacher, Karen Shannon, and her students for allowing me to enter their classroom and transition from intern to teacher. Within this class, I saw firsthand what makes a “Varsity” teacher and hope one day to attain that claim.  Jessica Jabali: former alumni of the ASL/English Bilingual Program at UCSD and a friend who provided inspiration for my thesis.  The teachers and staff of the UCSD Education Department for answering my many material questions regarding pen pals and literary sources. Under your guidance, I now have the wisdom and encouragement to teach.  Tom Humphries, Bobbie M. Allen and Amanda Datnow for sharing your expertise and providing support throughout the whole process. iv TABLE OF CONTENTS Signature Page ……………………………………………………………….. iii Dedication …………………………………………………………………… iv Table of Contents ……………………………………………………………. v List of Figures ……………………………………………………………….. vii List of Tables ………………………………………………………………… x Abstract ………………………………………………………………………. xi I. Introduction and Overview of Project ……………………………………... 1 II. The Need for Bilingual Approaches for Deaf Children …………………… 8 III. The Need for a Digital Pen Pal Program for Deaf Children ……………… 17 IV. Review of Existing Materials and Curricula ……………………………… 20 V. Key Learning Theories and Relevant Research ……………………………. 24 VI. Curriculum Framework …………………………………………………… 28 VII. Implementation Description ……………………………………………… 32 v VIII. Curriculum Implementation …………………………………………….. 42 IX. Evaluation Plan …………………………………………………………… 113 X. Evaluation of Curriculum Based on the Key Goals ……………………….. 118 XI. Conclusion ………………………………………………………………… 152 References …………………………………………………………………….. 155 Appendix: The Curriculum ……………………………………………………. 158 vi LIST OF FIGURES Figure 5.1: Interconnection of the Three Learning Theories ……………… 24 Figure 8.1: Brainstorming of a Pen Pal ……………………………………. 42 Figure 8.2: Discussion of Communication Technology …………………... 43 Figure 8.3: Pen Pal Questions ……………………………………………… 45 Figure 8.4: Pen Pal Literacy Comparison Chart …………………………… 49 Figure 8.5: Britney’s Analyzing of a Picture of a Boy with a Letter ………. 52 Figure 8.6: Student Responses to Sending and Receiving Letters (1) ……… 53 Figure 8.7: Student Responses to Sending and Receiving Letters (2) ……… 53 Figure 8.8: Student Responses to Sending and Receiving Letters (3) ……… 54 Figure 8.9: Ideas to Write About Organizer ………………………………… 58 Figure 8.10: Gail’s First Letter ……………………………………………… 65 Figure 8.11: Elizabeth’s First Letter ………………………………………… 66 Figure 8.12: Do you think you would like getting letters? (1) ……………… 68 Figure 8.13: Do you think you would like getting letters? (2) ……………… 69 Figure 8:14: David’s Scoring Guide ………………………………………… 70 Figure 8.15: Class Creation of Student Video ………………………………. 74 Figure 8.16: April’s Reaction to Her Pen Pal ……………………………….. 78 Figure 8.17: Elizabeth’s Reaction to Her Pen Pal …………………………… 79 Figure 8.18: Gail’s Reaction to Her Pen Pal ………………………………… 79 Figure 8.19: Britney Reflection to Technology Used ……………………….. 82 Figure 8.20: David’s Technology Timeline …………………………………. 84 vii Figure 8.21: Trevor’s Feelings While Waiting For Letters …………………. 85 Figure 8.22: Elizabeth’s Reaction to Her Second Pen Pal Letter …………… 90 Figure 8.23: Gail’s Score Guide for Second Letter …………………………. 92 Figure 8.24: Britney’s Score Guide for Second Letter ……………………… 93 Figure 8.25a: Student Writing Using a Wireless Keyboard ………………… 94 Figure 8.25b: Student Writing a Class Email ……………………………….. 94 Figure 8.26: Class Email for Pen Pals ………………………………………. 96 Figure 8.27: Student Responses to Email/Letter Comparison (1) …………... 97 Figure 8.28: Student Responses to Email/Letter Comparison (2) …………... 98 Figure 8.29: Example of Gail’s Thinking Bubbles ………………………….. 99 Figure 8.30: Student Response to Video Chatting with Pen Pal (1) ………… 101 Figure 8.31: Student Response to Video Chatting with Pen Pal (2) ………… 102 Figure 8.32: Britney’s “My Pen Pal” Graphic Organizer …………………… 103 Figure 8.33: April’s “Technology” Graphic Organizer ……………………... 104 Figure 8.34: Elizabeth’s Response to “My Thoughts” ……………………… 105 Figure 8.35: April’s Response to “My Thoughts” …………………………... 106 Figure 8.36: Instructions for How to Make Poster and Teacher Example …... 107 Figure 8.37: Teacher Model of Completed Pen Pal Poster ………………….. 108 Figure 8.38: Gail’s Completed Poster ……………………………………….. 111 Figure 10.1: Pen Pal Letter to April …………………………………………. 122 Figure 10.2a: Presentation …………………………………………………... 123 Figure 10.2b: Presentation ………………………………………………….. 123 viii Figure 10.3: Letter Graphic Organizer for Elizabeth………………………… 131 Figure 10.4: Elizabeth’s Second Letter ……………………………………… 132 Figure 10.5: Student Preference to Email/Letters (1) ……………………….. 138 Figure 10.6: Student Preference to Email/Letters (2) ……………………….. 138 Figure 10.7: Student Preference to Using a Videophone (1) ………………... 139 Figure 10.8: Student Preference to Using a Videophone (2) ………………... 139 Figure 10.9: Elizabeth’s “My Pen Pal” Graphic Organizer …………………. 143 Figure 10.10: Gail’s “Technology” Graphic Organizer ……………………... 144 Figure 10.11: “My Thoughts” Graphic Organizer …………………………... 145 Figure 10.12: Sample of Student’s “My Thoughts” (1) ……………………... 146 Figure 10.13: Sample of Student’s “My Thoughts” (2) ……………………... 147 ix