東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Implementation of Language-Immer...

Brady, Tina.

Linked to FindBook

Google Book

Amazon

博客來

The Implementation of Language-Immersion Technology, Kindergarten through Grade 5: A Multiple-Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Implementation of Language-Immersion Technology, Kindergarten through Grade 5: A Multiple-Case Study./
Author:	Brady, Tina.
Description:	182 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10108982
ISBN:	9781339723105

The Implementation of Language-Immersion Technology, Kindergarten through Grade 5: A Multiple-Case Study.
Brady, Tina.

The Implementation of Language-Immersion Technology, Kindergarten through Grade 5: A Multiple-Case Study. - 182 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

Increased interest by political leaders and parents in educating linguistically competent U.S. students to compete in the global society has emphasized the need for early foreign language learning for all students. Language education researchers have identified core elements of sustainable long-term successful programs that begin in elementary school. Increasing daily activities and communication that take place online underscores the need to connect technology as a critical resource for early language education. U.S. students need to be prepared to use multiple languages in technology-facilitated environments. The problem is K-5 teachers may lack guidelines for planning for technology integration that can increase language contact and develop proficiency. The purpose of this qualitative, descriptive, multiple-case study was to explore and describe the elementary teacher's perceptions of instructional technology choices that enhance language proficiency. The description included how language acquisition and sociocultural theories aligned with content standards affect their technology choices. Purposeful sampling was used to recruit volunteer BCLAD immersion teachers. Participants included twenty-seven K-5 teachers in three schools recognized for high-quality language programs and technology integration. Teachers participated in an online technology survey, small focus group discussions, and individual interviews. All data were analyzed and coded to determine themes and patterns. Survey results indicated participants were well-educated, comfortable using technology, believed using technology was important for students, and utilized technology often. The findings indicated language teachers use their knowledge of second language acquisition learning theory, standards for content and language learning as inseparable guidelines for their planning. The differences in the priority of each of the guides depended on the developmental and proficiency levels of students. Additional research could be done in three areas to extend the findings of this study: 1) how teacher technology choices effect student achievement, 2) what format for a framework would assist teacher planning, and 3) the models of staff development that may improve teacher knowledge of guidelines and understand integration of all instructional guidelines. Planning for instruction that addresses the content and language needs of students using technology is critical to student achievement and can empower students in the multi-media, multi-lingual world of the 21st century.

ISBN: 9781339723105Subjects--Topical Terms:

517670
Educational technology.

The Implementation of Language-Immersion Technology, Kindergarten through Grade 5: A Multiple-Case Study.
LDR:03501nmm a2200289 4500 001 2072053
005 20160723161816.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339723105
035 $a (MiAaPQ)AAI10108982
035 $a AAI10108982
040 $a MiAaPQ $c MiAaPQ
100 1 $a Brady, Tina. $3 3187249
245 1 4 $a The Implementation of Language-Immersion Technology, Kindergarten through Grade 5: A Multiple-Case Study.
300 $a 182 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Kelley Chappell.
502 $a Thesis (Ed.D.)--Northcentral University, 2016.
520 $a Increased interest by political leaders and parents in educating linguistically competent U.S. students to compete in the global society has emphasized the need for early foreign language learning for all students. Language education researchers have identified core elements of sustainable long-term successful programs that begin in elementary school. Increasing daily activities and communication that take place online underscores the need to connect technology as a critical resource for early language education. U.S. students need to be prepared to use multiple languages in technology-facilitated environments. The problem is K-5 teachers may lack guidelines for planning for technology integration that can increase language contact and develop proficiency. The purpose of this qualitative, descriptive, multiple-case study was to explore and describe the elementary teacher's perceptions of instructional technology choices that enhance language proficiency. The description included how language acquisition and sociocultural theories aligned with content standards affect their technology choices. Purposeful sampling was used to recruit volunteer BCLAD immersion teachers. Participants included twenty-seven K-5 teachers in three schools recognized for high-quality language programs and technology integration. Teachers participated in an online technology survey, small focus group discussions, and individual interviews. All data were analyzed and coded to determine themes and patterns. Survey results indicated participants were well-educated, comfortable using technology, believed using technology was important for students, and utilized technology often. The findings indicated language teachers use their knowledge of second language acquisition learning theory, standards for content and language learning as inseparable guidelines for their planning. The differences in the priority of each of the guides depended on the developmental and proficiency levels of students. Additional research could be done in three areas to extend the findings of this study: 1) how teacher technology choices effect student achievement, 2) what format for a framework would assist teacher planning, and 3) the models of staff development that may improve teacher knowledge of guidelines and understand integration of all instructional guidelines. Planning for instruction that addresses the content and language needs of students using technology is critical to student achievement and can empower students in the multi-media, multi-lingual world of the 21st century.
590 $a School code: 1443.
650 4 $a Educational technology. $3 517670
650 4 $a Elementary education. $3 641385
650 4 $a Foreign language education. $3 3172512
690 $a 0710
690 $a 0524
690 $a 0444
710 2 $a Northcentral University. $b Education. $3 2049771
773 0 $t Dissertation Abstracts International $g 77-10A(E).
790 $a 1443
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10108982