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Pedagogical beliefs of bilingual tea...

Martinez Castro, Manuel Cuauhtemoc.

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Pedagogical beliefs of bilingual teachers about technology integration.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Pedagogical beliefs of bilingual teachers about technology integration./
Author:	Martinez Castro, Manuel Cuauhtemoc.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	177 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707099
ISBN:	9781321814477

Pedagogical beliefs of bilingual teachers about technology integration.
Martinez Castro, Manuel Cuauhtemoc.

Pedagogical beliefs of bilingual teachers about technology integration. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 177 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Northern Illinois University, 2015.

This dissertation examines the pedagogical beliefs of a group of bilingual teachers, and how those beliefs shape their decisions regarding the extent to which they will integrate technology in their academic work. It also explores how unfavorable conditions affect such efforts. The Common Core State Standards (CCSS) include clear expectations for students, teachers, and K-12 schools regarding technology skills and use, as well as hardware and infrastructure requirements. However, many barriers to technology integration persist in schools serving low-income communities and make those goals difficult to accomplish. Some of those barriers are related to teachers' pedagogical beliefs. Ten bilingual teachers in three elementary schools were purposefully selected for this qualitative study. Data were collected through semi-structured interviews, classroom observations, and document analysis. All the participants were identified as pragmatic practitioners with positive opinions about integrating technology in their classrooms and varied levels of technology integration practices. However, adverse conditions such as insufficient access at home and at school, as well as lack of student training in basic use of computers and other devices, negatively impacted their efforts. Only a small group of teachers made sustained efforts to incorporate technology in their daily practice, due to the alignment of such practices to their pedagogical beliefs. Teachers and administrators must take an active role in finding ways of providing their students with the educational experiences that new technologies offer, especially to those who lack opportunities in their homes.

ISBN: 9781321814477Subjects--Topical Terms:

517670
Educational technology.

Pedagogical beliefs of bilingual teachers about technology integration.
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300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
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520 $a This dissertation examines the pedagogical beliefs of a group of bilingual teachers, and how those beliefs shape their decisions regarding the extent to which they will integrate technology in their academic work. It also explores how unfavorable conditions affect such efforts. The Common Core State Standards (CCSS) include clear expectations for students, teachers, and K-12 schools regarding technology skills and use, as well as hardware and infrastructure requirements. However, many barriers to technology integration persist in schools serving low-income communities and make those goals difficult to accomplish. Some of those barriers are related to teachers' pedagogical beliefs. Ten bilingual teachers in three elementary schools were purposefully selected for this qualitative study. Data were collected through semi-structured interviews, classroom observations, and document analysis. All the participants were identified as pragmatic practitioners with positive opinions about integrating technology in their classrooms and varied levels of technology integration practices. However, adverse conditions such as insufficient access at home and at school, as well as lack of student training in basic use of computers and other devices, negatively impacted their efforts. Only a small group of teachers made sustained efforts to incorporate technology in their daily practice, due to the alignment of such practices to their pedagogical beliefs. Teachers and administrators must take an active role in finding ways of providing their students with the educational experiences that new technologies offer, especially to those who lack opportunities in their homes.
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