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

Autor/in	Ingram, Phyllis E.
Titel	Exploring Teachers' Use of Instructional Technology during Reading for English Language Learners
Quelle	(2023), (211 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9096-3
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Reading Instruction; English Language Learners; English (Second Language); Second Language Learning; Reading Comprehension; Elementary School Teachers; Grade 3; Grade 4; Grade 5; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01