Literaturnachweis - Detailanzeige
| Autor/in | Gomez, Isaiah E. |
|---|---|
| Titel | A Qualitative Study of Professional Development for Preschool Teachers of English Language Learners Using Mobile Technologies |
| Quelle | (2022), (169 Seiten)
PDF als Volltext Ed.D. Dissertation, New Jersey City University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3744-9974-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Professional Development; Preschool Teachers; English Language Learners; Second Language Learning; English (Second Language); Telecommunications; Handheld Devices |
| Abstract | Communication is vital to life. In the United States, communication comes in all forms. In United States education, students come from all backgrounds. However, English is the language that is used for all studies. This can be quite difficult because English Language Learners (ELLs) have a difficult time in the classroom. ELLs in middle school and high school are particularly struggling with their writing and reading in the English Language. Good et al. (2010) indicate in their findings how "barriers related to communication gaps; culture clashes; poorly articulated ELL plans; lack of teacher preparation in multiculturalism, language acquisition, and ELL integrational strategies; and a lack of support systems for families transitioning to a new environment and culture" (p. 321). The study conducted explored the idea of using portable devices and its features such as "speech to text" or applications like ABCmouse. These technologies were used to support the development of the student's early academic skills. This qualitative research study was designed to understand how providing differentiated professional development influenced the teacher's motivation to utilize mobile devices for ELLs. To accommodate the integrating of mobile devices into the class lesson, the teachers needed to go through a process of internalization the technology. The Murduca integration model guides the teachers in allowing the instruction to transition from teacher focus to student-centered and identifies the areas of teacher's development. The Murduca model was used for this research and applied towards the teachers' developmental process. Combining the technology and framework established a new avenue of teaching and built a new and improved morale to guide young ELLs to read. This case study employed a qualitative case study design. The study focused on training teachers to incorporate student-centered technology in their preschool ELL classrooms. The sample size was eight preschool teachers from one preschool. This study required an integrational coach who can facilitate the Murduca model, thus the researcher was also the integrational coach. All participants were informed of the research design and assured that their participation was voluntary and anonymous. The study was conducted for six weeks. According to the data collected from observation and interviews. Nine themes emerged focused toward the research questions. Out of these nine themes three primary themes emerged that trended among all teachers: benefits of self-assessments, interventions, and partnership. The data suggests that through consistent self-assessments and feedback teachers can adjust their instruction and pedagogy to benefit integration of technology to improve their ELL instruction. The teachers came to the realization that intervening with parental support is vital to their students' knowledge growth. This led to the next theme, partnership. Partnership was needed between the parents with teachers, director with teachers, and teachers with teachers. This partnership provided the support and resources to grow the teachers' ability to connect with the students. The researcher reported the finding recommends implementing this practice professionally across urban early childhood educational centers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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