Investigating technology integration in United States TESOL teacher preparation programs
| Author(s) | Yeh, Ching-Yi | |
| Date Accessioned | 2019-01-28T13:37:05Z | |
| Date Available | 2019-01-28T13:37:05Z | |
| Publication Date | 2018 | |
| SWORD Update | 2018-10-17T16:05:25Z | |
| Abstract | Technology is beneficial to language learners when applied within well-design lessons. This study investigated the appropriateness and effectiveness of technology integration in Teaching English to Speakers of Other Languages (TESOL) teacher preparation programs across the United States. It also examined faculty use of technology in TESOL preservice teacher courses and in their practicum placements. The work was conducted in the context of graduate/undergraduate TESOL preparation programs. Data were collected from TESOL preservice teachers through a self-report survey focusing on technology, pedagogy and content. The survey included both multiple-choice and open-ended questions related to preservice teachers’ views on technology integration witnessed in their coursework. In addition, TESOL faculty were also interviewed to examine their views on relevant technical skills for teaching language for TESOL preservice teachers. Results revealed that the TESOL preservice teachers did not observe any technology integration that could be used in English as a Second Language (ESL) teaching activities and there was no support for them to think about technology integration in their own teaching during their practicum. However, they reported feeling more prepared in using technology in language teaching contexts when they witnessed their professors demonstrating technology use in university classes. TESOL faculty recommended that preservice teachers should be immersed in language lessons incorporating technology, observe how different tools can be utilized in various language lessons, and be flexible in selecting the most appropriate technology tools. Results have implication for technology integration in ESL classrooms, researchers, practitioners, and policy makers responsible with the design and implementation of TESOL teacher training programs. Specifically, results indicate that efforts should be made to support TESOL preservice teachers to understand and value the importance of using instructional media in ESL classrooms, as well as incorporate technology with well-designed lessons. | en_US |
| Advisor | Mouza, Chrystalla | |
| Degree | D.Ed. | |
| Department | University of Delaware, School of Education | |
| DOI | https://doi.org/10.58088/df5c-qr26 | |
| Unique Identifier | 1083523003 | |
| URL | http://udspace.udel.edu/handle/19716/24081 | |
| Language | en | |
| Publisher | University of Delaware | en_US |
| URI | https://search.proquest.com/docview/2135251348?accountid=10457 | |
| Title | Investigating technology integration in United States TESOL teacher preparation programs | en_US |
| Type | Thesis | en_US |