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The Impact of Technology in the Clas...

Williams, Pamela.

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The Impact of Technology in the Classroom on Teachers and Second Language Learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Impact of Technology in the Classroom on Teachers and Second Language Learners./
Author:	Williams, Pamela.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3541585
ISBN:	9781267680655

The Impact of Technology in the Classroom on Teachers and Second Language Learners.
Williams, Pamela.

The Impact of Technology in the Classroom on Teachers and Second Language Learners. - 118 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ed.D.)--Walden University, 2012.

The societal perception of students who are speakers of English as a second language (ESL) or have limited English proficiency (LEP) is that they require assistance to develop and improve their communication with English speaking skills. The purpose of this study was to understand how teacher training and development related to information communications technologies (ICT) affect LEP student comprehension of ICT. Specifically, the research question guiding the study involved understanding how teacher pre-service training and ongoing professional development potentially improve LEP students' understanding of ICT. Bloom's theory served as the conceptual framework for understanding the use of instructional system design (ISD) to prepare LEP students. This qualitative descriptive case study was used to explore how teachers serving in the LEP classroom might improve LEP/ESL student comprehension of ICT. The perceptions, attitudes, and observations of five teachers who serve in the multilingual classroom and who have integrated ICT into their curricula were explored through one-on-one interviews and focus groups. Transcripts were analyzed using an inductive narrative analysis described by Coulter. The findings revealed that teachers believed limited financial resources inhibit their ability to implement ICT meaningfully. This study confirmed that not receiving relevant pre-service training or ongoing professional development impeded participants' ability to deliver ICT to LEP/ESL students. Implications for positive social change include attracting the attention of educational leaders, and policymakers, which may lead them to allocate more resources for ICT. Allocating more resources will assist ESL/LEP students in understanding ICT better and ultimately provide them with better educational and work-related opportunities.

ISBN: 9781267680655Subjects--Topical Terms:

1018012
Education, Technology of.

The Impact of Technology in the Classroom on Teachers and Second Language Learners.
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245 1 4 $a The Impact of Technology in the Classroom on Teachers and Second Language Learners.
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500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: Michael Tappler.
502 $a Thesis (Ed.D.)--Walden University, 2012.
520 $a The societal perception of students who are speakers of English as a second language (ESL) or have limited English proficiency (LEP) is that they require assistance to develop and improve their communication with English speaking skills. The purpose of this study was to understand how teacher training and development related to information communications technologies (ICT) affect LEP student comprehension of ICT. Specifically, the research question guiding the study involved understanding how teacher pre-service training and ongoing professional development potentially improve LEP students' understanding of ICT. Bloom's theory served as the conceptual framework for understanding the use of instructional system design (ISD) to prepare LEP students. This qualitative descriptive case study was used to explore how teachers serving in the LEP classroom might improve LEP/ESL student comprehension of ICT. The perceptions, attitudes, and observations of five teachers who serve in the multilingual classroom and who have integrated ICT into their curricula were explored through one-on-one interviews and focus groups. Transcripts were analyzed using an inductive narrative analysis described by Coulter. The findings revealed that teachers believed limited financial resources inhibit their ability to implement ICT meaningfully. This study confirmed that not receiving relevant pre-service training or ongoing professional development impeded participants' ability to deliver ICT to LEP/ESL students. Implications for positive social change include attracting the attention of educational leaders, and policymakers, which may lead them to allocate more resources for ICT. Allocating more resources will assist ESL/LEP students in understanding ICT better and ultimately provide them with better educational and work-related opportunities.
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