Developing Technological Capacity in EAL Learning Environments: The Teacher Candidate Experience

Authors

  • Jay R. Wilson University of Saskatchewan
  • Michael Stone University of Saskatchewan
  • Daniel Krause University of Saskatchewan

Abstract

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.

Author Biography

Jay R. Wilson, University of Saskatchewan

Dr. Wilson works at improving the experience of pre-service and graduate teachers. He has extensive practical experience in the area of technology and its application to teaching and instruction. He is also skilled in the areas of multimedia production, program evaluation, and delivery of professional development. Since 2007 Dr. Wilson has offered the College of Educational Technology Group which has teacher candidates active in schools learning about technology. He has offered a variety of graduate level courses at the Emma Lake Kenderdine Campus where students are able to collaborate and learn in design studio environments. Most of Dr. Wilson's courses support innovative learning in face-to-face and online environments.

References

Albion, P. (2008). Web 2.0 in teacher education: two imperatives for action. Computers in the Schools, 25(3/4), 181–198.

Albion, P. (2002). Some factors influencing pre-service teachers' self-efficacy for teaching with computers. In: 7th IFIP World Conference on Computers in Education WCCE 2001, July 29 - Aug 3 2001, Copenhagen, Denmark.

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK), Computers & Education, 52(1), 154–168.
Bitter, G., & Legacy, J. (2008). Using technology in the classroom 7th Edition Allyn and Bacon.
Borko, H., Whitcomb, J., & Liston, D. (2009). Wicked Problems and Other Thoughts on Issues of Technology and Teacher Learning. Journal of Teacher Education, 60(1), 3.
Cajkler, W., &Hall, B. (2009). When they first come in what do you do? English as an additional language and newly qualified teachers', Language and Education, 23(2), 153–170.
Cummins, J., & Early, M. (2011). Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Stoke-on-Trent UK: Trentham.

Cummins, J., Mirza, R., & Stille, S. (2012). English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies. TESL Canada Journal, 29, 25– 48.

Dawson, K. (2006). Teacher Inquiry: A Vehicle to Merge Prospective Teachers' Experience and Reflection during Curriculum-Based, Technology-Enhanced Field Experiences. Journal of Research on Technology in Education, 38(3), 265 –292.
Degenais, D., Fodor, A., Schulze, E., & Toohey, K. (2013). Charting new directions: The potential of actor-network theory for analyzing children's videomaking. Language and Literacy, 15(1), 93–108.
Guzman, A., & Nussbaum, M. (2009). Teaching Competencies for Technology Integration in the Classroom. Journal of Computer Assisted Learning 25(5), 453–469.
Hammett, R. (2013). ‘Tech FTW!!!’Ninth Graders, Romeo and Juliet, and Digital Technologies. Language and Literacy, 15(1), 6–22.
Hogan, K. E., & Pressley, M. E. (1997). Scaffolding student learning: Instructional approaches and issues. Brookline Books.
Jefferson, A. L. (2009). 'Teacher training: what’s needed', Journal of Further and Higher Education, 33(3), 281–288.
Kazu, I. Y., & Yavulzalp, N. (2008). An analysis of the primary school teachers' usage of instructional software. International Journal of Emerging Technologies, 3(1), 45–53.
Lever-Duffy, J., & McDonald, J. (2011). Teaching and learning with technology. Pearson. Boston, MA.
Koehler, M.J., & Mishra, P. (2008). Introducing TPACK. In American Association of College for Teacher Education Committee on Innovation and Technology (Eds.), The handbook of Technological Pedagogical Content Knowledge (TPACK) for educators. 3-29. New York, NY: Routlege.
Menz, K. (2013). Meeting the EAL challenge. Star - Phoenix. Retrieved from http://search.proquest.com/docview/1349352627?accountid=13480.
McNiff, J., & Whitehead, J. (2011). All you need to know about action research. Sage Publications.
Milman, N., & Molebash, P. (2008). A Longitudinal Assessment of Teacher Education Students' Confidence toward Using Technology. Journal of Educational Computing Research, 38(2), 183.
Mistry, M., & Sood, K. (2010). English as an Additional Language: assumptions and challenges. Management in Education, 24(3), 111–114.
Saskatchewan Ministry of Advanced Education, Employment and Immigration, 2009,
Sehlaoui, A. S. (2001). Developing cross-cultural communicative competence via computer-assisted language learning: the case of pre-service ESL/EFL teachers. Research in Learning Technology, 9(3), 53–64.
Smarkola, C. (2007). Technology Acceptance Predictors among Student Teachers and Experienced Classroom Teachers. Journal of Educational Computing Research, 37(1), 65–82.
Star-Phoenix. (2012). Saskatoon public schools welcomes diverse student population. Retrieved from http://search.proquest.com/docview/1112608053?accountid=13480

Townsend, B. (2002). 'Leave no teacher behind: a bold proposal for teacher education', International Journal of Qualitative Studies in Education, 15(6), 727–738.

Author Withheld, (2010).

Author Withheld, (2009).

Zammit, K. (2011). Connecting Multiliteracies and Engagement of Students from Low Socio-Economic Backgrounds: Using Bernstein's Pedagogic Discourse as a Bridge, Language and Education, 25(3), 203–220.

Zammit, K. (2013). Using information and communication technologies to engage students in the later years of schooling
in learning content and literacy: Case studies
of three teachers Education and Information Technology 18(2), 205–214.

Downloads

Published

2014-05-02

Issue

Vol. 2 No. 1 (2014): Special Themed Issue in EAL Education

Section

Articles

License

Copyright Notice

Authors who publish with this journal agree to the following terms:

1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2. Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3. Authors are permitted and encouraged to post their work online (e.g., in an institutional repository or on their website) prior and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)

4. Please note that while every opportunity will be taken to ensure author participation in the editing process, due to time constraints final copyediting changes may be made before publication to ensure APA adherence throughout all submissions.