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PA-IRSYS Case Study, Yuma AZ
George Washington Carver School
Helps Teachers Enunciate for Students
G.W. Carver Elementary School
About 12 percent of all preK-12 students in the United States are considered English language learners. And projections indicate that by 2015, more than 50 percent of all students in K-12 public schools across America will not speak English as their first language. Fully understanding this prediction, educators at George Washington Carver Elementary School, located in Yuma, Ariz., serve a growing population of students where more than half are in a transitional language environment at home and among peers.
The school’s principal, Debra Drysdale, has a background in bilingual education and a passion for helping students to transition from their native language to English. From her past experiences, Drysdale understands that technology can be the key to helping her students master English.
“From my experience, I know that the ability to discern between the end of one word and the beginning of another is critical to learning a new language,” Drysdale said. “We wanted to incorporate technology into each classroom that would allow our teachers to reach every student. We wanted to eliminate the guesswork that comes from learning a new language.”
After researching technology that could help ELL students, they chose to purchase a Califone Infrared Audio System for each classroom. Designed for installation in a variety of educational venues, the infrared wireless audio system provides educators and presenters with a significantly increased coverage area and improved sound distribution.
Numerous studies verify the educational benefits of sound field amplification systems, including increased on-task behavior and student attention to oral instruction, improved comprehension among ELL students, and reduced vocal strain and fatigue for teachers.
“We wanted to incorporate technology
into each classroom that would allow our
teachers to reach every student. We wanted
to eliminate the guesswork that comes from
learning a new language.”
The Califone Classroom Infrared Audio System offers all the benefits of wireless sound field amplification without the interference between adjacent classrooms, providing greater coverage and reception as well as even sound distribution. In addition, two ceiling-mounted infrared receivers double the available coverage area to accommodate large classrooms.
Unlike systems using ceiling speakers, which bounce the sound randomly off walls, the Califone audio system uses two powerful “array” speakers to project the sound pattern directly at the audience. With evenly distributed sound provided by the presentation system, students in every area of the classroom can hear oral instruction and educational audio technology clearly.
The system also includes a lightweight belt-pack transmitter with a lapel microphone for the teacher, a wireless handheld microphone for student use, and a lockable metal case that stores the volume, brass and treble controls as well as the line inputs and outputs.
“Some of our educators use the system religiously, never removing the voice pack throughout the school day, while others use it selectively for full-class instruction,” Drysdale said. “We know that this technology is helping our students. We know they are able to hear the teacher better, which creates a more language-focused learning environment.”
As an additional benefit, one teacher found that having the microphone packet on served as a visual clue to students that the teacher was ready to speak, a plus of classroom management.
Join us in New Orleans (10/28-30) as we exhibit audio solutions at EdSpaces, the gathering place for architects, facility planners, designers, administrators and eductional resellers to enhance student learning.
The United States Access Board, an independent federal agency whose primary mission is accessibility for people with disabilities, stated that acoustical performance is an important consideration in the design of classrooms. As many classrooms were built during a time when acoustics was not a significant concern, it is critical for administrators to consider the affects poor acoustics may have on student learning. Research shows that ambient noise and reverberation normally not noticed by adults can have a negative affect on learning environments for young children, as they require optimal conditions for listening and comprehension....[more]
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