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Exploring Teachers' Use of Instructional Technology During Reading for English Language Learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring Teachers' Use of Instructional Technology During Reading for English Language Learners./
作者:	Ingram, Phyllis E.
面頁冊數:	1 online resource (211 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9798379590963

Exploring Teachers' Use of Instructional Technology During Reading for English Language Learners.
Ingram, Phyllis E.

Exploring Teachers' Use of Instructional Technology During Reading for English Language Learners. - 1 online resource (211 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--Walden University, 2023.

Includes bibliographical references

In the southeastern United States, many local school districts have mandated an increased use of instructional technology to address low reading proficiency among English language learners (ELLs). However, local district leaders and stakeholders concurred that additional research was needed to explore how teachers were using technology in their instructional practices for the academic content proficiency of ELLs. The purpose of this qualitative multisite case study was to explore Grade 3-5 teachers' perceptions of and experiences using instructional technology during reading instruction with ELLs; consequently, the research questions addressed these perceptions and experiences. The substitution, augmentation, redefinition, and modification (SAMR) model was the conceptual framework in this study. The purposeful sample included twelve reading teachers who were required to use technology during classroom instruction and whose classes were more than 51% ELLs. Additionally, each participant had more than two years of ELL teaching experience and either English Second Other Language certification or training in the Sheltered Instruction Observation Protocol. Data were collected through observations, semi-structured interviews, and a document analysis of lesson plans. Using the SAMR model as a lens, the data were thematically analyzed and assigned a priori, open, and axial codes. The findings indicated that teachers may benefit from professional development focused on more effectively implementing reading instructional technology, specifically when modifying or redefining instruction with technology. The implications for positive social change include stakeholders and ELL students benefitting from enhanced reading and transformative instructional practices by directly addressing the instructional practices taking place in elementary ELL classrooms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379590963Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

English language learnersIndex Terms--Genre/Form:

554714
Electronic books.

Exploring Teachers' Use of Instructional Technology During Reading for English Language Learners.
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