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Learning and Integrating CALL Practices to Support English Language Learners: A Case Study of K-12 Classroom Teachers and Their Professional Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learning and Integrating CALL Practices to Support English Language Learners: A Case Study of K-12 Classroom Teachers and Their Professional Development./
Author:	McKelvey, Ara.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	159 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28264024
ISBN:	9798738640254

Learning and Integrating CALL Practices to Support English Language Learners: A Case Study of K-12 Classroom Teachers and Their Professional Development.
McKelvey, Ara.

Learning and Integrating CALL Practices to Support English Language Learners: A Case Study of K-12 Classroom Teachers and Their Professional Development. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 159 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (Ed.D.)--University of Wyoming, 2021.

This item must not be sold to any third party vendors.

The requirements that students must meet to be considered well-prepared for success in a rapidly changing world are increasing and evolving. Students learning English must not only meet academic standards and acquire 21st century skills including technology proficiency, they must also develop their language abilities. Students' success depends upon teachers' ability to combine these elements efficiently. This qualitative case study looked at how four teachers (one kindergarten, one middle school science, one high school science, and one high school English) were learning about and subsequently implementing technological strategies into their instruction to support the language development of their English learners. The questions guiding this study were: 1) How are K-12 teachers in one Colorado district currently learning about different instructional technology strategies and resources? and 2) How are these K-12 teachers making decisions about what technologies can support English language learners and how are they integrating them into their instruction? Findings indicate that most of their knowledge came from informal learning contexts, especially through collaboration with others, rather than classes offered by the school district. They then applied this knowledge to what they already knew about second language acquisition to plan lessons that addressed multiple objectives simultaneously. Their learning preferences as well as the skills they used to design instruction of English learners has implications for those developing professional learning opportunities. This includes promoting a culture of innovation by incorporating key elements of effective professional development, expanding professional development options, emphasizing instructional planning that combines multiple objectives with intentionality, and incorporating technology into second language acquisition trainings.

ISBN: 9798738640254Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Computer-assisted language learning

Learning and Integrating CALL Practices to Support English Language Learners: A Case Study of K-12 Classroom Teachers and Their Professional Development.
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