Developing Technological Capacity in EAL Learning Environments: The Teacher Candidate Experience
Abstract: English as an Additional Language and technology are both areas that are underserved in teacher education programs. In an attempt to begin EAL and technology development sooner a volunteer group from the (Name) engaged in a program to create an educational technology experience in an EAL high school classroom. The opportunities for digital learning technologies to support teachers and learners are endless (Borko, Whitcomb and Liston, 2009). Teacher education programs continue to promote the integration of new technologies into training in Universities (Albion, 2008) and in the K- 12 school environment (Dawson, 2006) but developing high levels of competency in pre-service teachers has been difficult. Another issue is that students in Canadian teacher preparation programs are unlikely to have the opportunity to develop skills in EAL (Cummins, Mirza & Stille, 2012; Mistry & Sood, 2010). Also, students in English as an Additional Language need exposure to technologies to help support their academic success and integrate into new cultures. A key aspect of learning to be a successful teacher involves the students learning in the settings in which they will teach Smarkola (2007) This paper uses an action research approach to examine the experiences of pre-service teachers application of technology in an English as an Additional Language high school classroom.
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