An Evaluation of Technology Integration in Teacher Education for Bilingual and English as a Second Language Education Majors

Wetzel, Keith; Chisholm, Ines Marquez

doi:10.1080/08886504.1998.10782234

Cited by 9 publications

(7 citation statements)

References 9 publications

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“…The most noticeable benefits of CALL teacher education in teacher education programs include the following: CALL technology courses serve to assist L2 teachers in gaining confidence in using computer technology (e.g., Hegelheimer, 2006; Hoven, 2007; Peters, 2006; Wetzel & Chisholm, 1998) as well as having a positive attitude toward computer technology (e.g., Kamhi-Stein, 2000; Kassen & Higgins, 1997; van Olphen, 2007). Teachers’ confidence in using CALL technology is the necessary first step toward expanding their knowledge of how to harness the pedagogical potential of CALL technology.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Teachers’ confidence in using CALL technology is the necessary first step toward expanding their knowledge of how to harness the pedagogical potential of CALL technology. Grounded in the responses of English as a Second Language (ESL) and bilingual teacher candidates to pre- and post-technology-integrated course project surveys, for example, Wetzel and Chisholm (1998) found that the course gave pre-service ESL and bilingual teachers confidence in using computer technology for their future classroom instruction. Examining L2 pre-service teachers’ technological competencies through a technology course in a 4-year teacher education program, Peters (2006) also reported that the overall competencies of the pre-service teachers taking the course were improved.…”

Section: Review Of Literaturementioning

confidence: 99%

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CALL teacher education as an impetus for L2 teachers in integrating technology

Hong

2010

ReCALL

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The ultimate goal of CALL teacher education is to enable L2 teachers to integrate CALL technology into their classroom with confidence and knowledge. As a way to achieve this goal, an increasing number of studies have paid attention to the integration of CALL technology into the teacher education program and into the classroom. Nonetheless, there is little specific research into L2 teachers’ integration of technology into the classroom in relation to their prior technology education. As a means of better understanding the complexity of L2 teachers’ integration of technology into the classroom, this paper proposes a spherical model of such integration by reviewing and synthesizing the relevant literature. Drawing on this model, the paper emphasizes the importance of CALL teacher education with regard to L2 teachers’ integration of technology into the classroom. Next, it discusses how the model can contribute to future research on such integration.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

CALL teacher education as an impetus for L2 teachers in integrating technology

Hong

2010

ReCALL

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“…En esta línea este autor afirma que "la seguridad del profesor en el uso de la tecnología CALL es el primer paso indispensable para ampliar su conocimiento sobre cómo sacar provecho del potencial pedagógico de la tecnología CALL" (Hong, 2010, p.56). Experiencias llevadas a cabo en contextos de formación de docentes de inglés como lengua extranjera que lo corroboran son las de Ducate y Lomicka, 2005;Hegelheimer, 2006;Kassen y Higgins, 1997;Peters, 2006;van Olphen, 2007;Warschauer y Kern, 2000;Wetzel y Chisholm, 1998. Siguiendo estas premisas y estudios, presentamos un instrumento que permite evaluar las competencias TIC adquiridas por los docentes de inglés en los niveles de Educación Primaria durante su formación inicial, así como los resultados obtenidos de su aplicación a un grupo reducido de docentes noveles que se encontraban trabajando en esta etapa educativa unos meses después de finalizar su titulación. Pretendemos con ello reflexionar sobre las competencias en materia de TIC que deberían dominar los docentes de inglés tras finalizar su formación inicial de grado.…”

Section: Palabras Clave: Tic Educación Primaria Enseñanza Del Inglés Competenciasunclassified

Análisis de las competencias TIC de docentes noveles de Inglés en Educación Primaria

Becerra¹,

Fernández²

2014

El Guiniguada

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“…Yet, public school teachers do not use these technologies because they exist as isolated products, are often inaccessible to teachers, and are not well integrated with the school curriculum. Those strategies that are currently used with low achieving students, the traditional drill and practice approach, do not tap the potential of technology to assist higher-level learning and lack evidence that they are useful approaches for language minority and low-achieving populations [7][8][9]. Currently, if educational technology is available at all to poor and minority schools, it is used in ways that are disconnected from classroom instruction [10] and primarily involve white, male and/or high-ability students [11][12].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Me gustaria tomar mas clases de la historia si yo pudiera usar computadoras para aprender otra vez. 9. I wrote more about history in reports using the computer.…”

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Nuestra Tierra: A University/Public School Technology Integration Project

Wiburg

Montoya

Sandin

1999

Journal of Educational Computing Research

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This article describes a two-year university/public school project to integrate technology with teaching and learning in a Southwest border school district. The research began by asking, "What would happen if teachers were fully supported in integrating technology in their classrooms; if the curriculum was culturally relevant and meaningful to students; and if the computer was used as a constructivist tool rather than an electronic workbook?" The article describes how goals were developed in alignment with these questions and how the project was collaboratively designed, implemented, and evaluated by university faculty and public school teachers and administrators. Findings demonstrated the potential of university researchers working closely with teachers in classrooms as related to changes in teaching strategies and student learning. The authors also suggest several barriers to technology integration in classrooms that may result from the current organizational structure and culture of schooling. This article describes the results of a two-year university/public school collaborative project designed to investigate technology integration in a Southwest border district. The design and implementation of the research was guided by a three-part question: What would happen if • teachers were fully supported in integrating technology in the classroom; • the curriculum used was culturally relevant and meaningful to the students; and 183 © 1999, Baywood Publishing Co., Inc. / WIBURG, MONTOYA AND SANDINConstructivism is a theory of how knowledge is constructed [13]. In order for students to learn deeply, they must move beyond the memorization of isolated facts and engage in experiences of hypothesizing and predicting, manipulating data and objects, researching answers, synthesizing and presenting their findings, imagining and inventing. Piaget once suggested that "to understand is to invent." Ackermann has applied Paigetian theory to the study of learning with technology [14]. Bruner proposed that much of what students learn depends on how they structure knowledge about themselves and their environment [15]. Their ability to interact with their environment is influenced by the organization of that environment. Bruner advocated that educators provide instructional supports by scaffolding their teaching in ways that assist students' mental organization and development of schema.Vygotsky expanded our study of cognitive processing from the isolated learner to a focus on how social and cultural interactions influence the development of thought and language [16]. He also suggested that tools mediate thinking and communication in important ways. Norman advocated the study of the affordance of a tool in order to understand what kinds of thinking and behavior it might support [17]. Papert and his colleagues at the Massachusetts Institute of Technology (MIT) have coined the term constructionism to describe the connections between constructivist thinking and the use of tools. Their research suggests that learners are most likely to ...

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An Evaluation of Technology Integration in Teacher Education for Bilingual and English as a Second Language Education Majors

Cited by 9 publications

References 9 publications

CALL teacher education as an impetus for L2 teachers in integrating technology

CALL teacher education as an impetus for L2 teachers in integrating technology

Análisis de las competencias TIC de docentes noveles de Inglés en Educación Primaria

Nuestra Tierra: A University/Public School Technology Integration Project

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