Exploring Perspectives, Negotiating Computer-mediated Landscapes, and Integrating Technology in Linguistically and Culturally-diverse Learning Spaces

Authors

DOI:

https://doi.org/10.15359/ree.23-2.20

Keywords:

Computer-mediated interaction, second language learning and teaching, technology-enhanced classrooms

Abstract

Global trends in the 21st century highlight the importance and necessity of technology use for students to demonstrate their learning processes, thus facilitating their language learning in meaningful technological contexts (Eaton, 2010). This paper seeks to address some issues dealing with the importance of technology in relation to second language learning and teaching, including the benefits, challenges, considerations, and perceptions of teaching with technology. The purpose of this paper is threefold. First, it explores technology in education as it has been commonly construed, challenged, and used. Secondly, it presents technology in education ideas to second language learning, and discusses some benefits and challenges implicit in the interaction of both. Lastly, it shares ways in which the authors, all currently working in diverse educational contexts, have implemented some of the free resources that they collaboratively compiled in an online LiveBinder.

Author Biographies

Patricia López-Estrada, Instituto Tecnológico de Costa Rica

Doctora en Educación, especialidad en Diseño Curricular e Instrucción, de la Universidad de Florida, Master en Segundas Lenguas y Culturas con Énfasis en Inglés como Lengua Extranjera para Alumnado Adulto, Licenciada en Lingüística Aplicada con Énfasis en Inglés de la Universidad Nacional, Bachiller Cum Laude Probatus en Enseñanza del Inglés y Bachiller Cum Laude Probatus en Inglés con Énfasis en Traducción de la Universidad Latinoamericana de Ciencias y Tecnología. Ha ejercido por 20 años en contextos educativos de educación superior. Actualmente labora en la Escuela de Idiomas y Ciencias Sociales del Instituto Tecnológico de Costa Rica, Sede San Carlos. 

 

Prisca Rodríguez, Roosevelt STAY Opportunity Academy

Ph.D. in Curriculum and Instruction from the University of Florida. Specialized in Children's Literature/Literacy and Educational Technology.  Masters in Liberal Studies from the University of Central Florida with a Professional Business Writing Certificate. She currently holds dual certification in teaching English Language Learners (ELL) K-12 and teaching English Language Arts (ELA) 6-12 in the District of Columbia Public Schools. She has been ranked an effective and highly effective teacher for over 17 years. She has taught K-adult students in traditional, online, and blended environments. She has been a new teacher mentor, ELL Department Chair, ACCESS Test Chair, professional development facilitator, and a teacher selection ambassador for the District of Columbia Public Schools. Her publications and international presentations have focused on Using TPCK as a lens to study teaching practices, examining student digital artifacts, exploring diversity in children's literature, using technology for research PLCs, the role of visual literacy in teaching, and using technology to increase learner outcomes. She is currently working in the District of Columbia Public schools, U.S.A.

Maria Bonet, Prince George’s Community College

Masters in Library Science from the University of South Florida. Bachelors in Liberal Studies from the University of Central Florida with a minor in History. She has taught information literacy skills to preK-adult students in traditional, online, and blended environments. She is currently working at Prince George's Community College in Largo, MD.

References

Arslana, R. Ş., & Şahin-Kızılb, A. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3), 183-197. doi: https://doi.org/10.1080/09588221.2010.486575

Association of Latino Administrators and Superintendents. (2011). English language learners: Incorporating technology into the academic achievement strategy. Boston: Author. Retrieved from https://www.daleadershipinstitute.com/sites/daleadershipinstitute/files/2012-K-12-ELL_Incorporating-Technology-into-the-Academic-Achievement-Strategy.pdf

Ban, R., Jin, L., Summers, R., & Eisenhower, K. (2012). Integrating technology: Best-use practices for English language learners in content-based classrooms. Retrieved from http://www.appstate.edu/~jinl/esltech.pdfhttp://www.appstate.edu/~jinl/esltech.pdf

Billings, E., S., & Mathison, C. (2012). I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English learners. Journal of Science Education and Technology, 21(4), 494-503. doi: https://doi.org/10.1007/s10956-011-9341-0

Brandt, D. (2001). Literacy in American lives. Cambridge: Cambridge University Press. doi: https://doi.org/10.1017/CBO9780511810237

Chandler-Olcott, K., & Mahar, D. (2003). “Tech-savviness” meets multiliteracies: Exploring adolescent girls’ technology-mediated-related literacy practices. Reading Research Quarterly, 38(3), 356-385. doi: https://doi.org/10.1598/RRQ.38.3.3

Conole, G. (2008). Listening to the learner voice: The ever changing landscape of technology use for language students. ReCALL, 20(2) 124-140. doi: https://doi.org/10.1017/S0958344008000220

Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling. English Teaching: Practice and Critique, 8(3), 36-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ869393.pdf

Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45-52. doi: https://doi.org/10.1007/s11528-011-0527-3

Eaton, S.E. (2010). Global trends in language learning in the 21st century. Calgary: Onate Press. Retrieved from https://files.eric.ed.gov/fulltext/ED510276.pdf

Evans, E. J. (2005). Autonomous literacy or social practice? Students’ constructions of technology literacy. Journal of Literacy and Technology, 5(1), 1-40.

Gee, J. P. (1991). Social linguistics and literacies: Ideology in discourses. London: Falmer Press.

Genishi, C., & Dyson, A.H. (2009). Children, language and literacy: Diverse learners in diverse times. New York: Teachers College Press.

Gray, R., & Stockwell, G. (1998). Using computer mediated communication for language and culture acquisition. On-Call, 12(3), 2-9.

Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling, W., van Leusen, P. (2010). Equipping the next generation of teachers: Technology preparation and practice. Journal of Digital Learning in Teacher Education, 27(1), 30-36. doi: https://doi.org/10.1080/21532974.2010.10784654

Harris, M. (2005). Contemporary ghost stories: Cyberspace in fiction for children and young adults. Children’s Literature in Education, 36(2), 111-128. Doi: https://doi.org/10.1007/s10583-005-3500-y

Hsieh, Y. (2017). A case study of the dynamics of scaffolding among ESL learners and online resources in collaborative learning. Computer Assisted Language Learning, 30(1-2), 115-132. doi: https://doi.org/10.1080/09588221.2016.1273245

International Society for Technology in Education. (2007). National educational technology standards for students (NETS-S). Retrieved from https://www.kelloggllc.com/tpc/nets.pdf

Knobel, M. (1999). Everyday literacies: Students, discourse, and social practice. New York: Peter Lang Publishing.

Kozma, R., B & Anderson, R. E. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18(4), 387-394. doi: https://doi.org/10.1046/j.0266-4909.2002.00250.doc.x

Lam, W. S. E. (2009). Multiliteracies on instant messaging in negotiating local, translocal, and transnational affiliations: A case of an adolescent immigrant. Reading Research Quarterly, 44(4), 377-397. doi: https://doi.org/10.1598/RRQ.44.4.5

Leloup, J. W & Ponterio, R. (2003). Second language acquisition and technology: A review of the research. Washington, DC: Center of Applied Linguistics. Recuperado de https://ensinodelinguascomtic.files.wordpress.com/2010/03/leloup_second_language_acquisition_and_technology_review_of_research.pdf

Levy, M. (2009). Technologies in use for second language learning. The Modern Language Journal, 93(1), 769-782. doi: https://doi.org/10.1111/j.1540-4781.2009.00972.x

Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273. doi: https://doi.org/10.1080/15391523.2002.10782348

Luke, A., & Elkins, J. (2000). Re/mediating adolescent literacies. Journal of Adolescent & Adult Literacy, 43(5), 396-398.

Mayall, H. J., & Robinson, R. S. (2009). Investigating visual literacy integration: Lida’s legacy? Tech Trends, 53(2), 48-49. Doi: https://doi.org/10.1007/s11528-009-0268-8

Mims, C., Polly, D., Shepherd, C., & Inan, F. (2006). Examining PT3 projects designed to improve preservice education. Tech Trends, 50(3), 16-24. doi: https://doi.org/10.1007/s11528-006-7599-5

National Council of Teachers of English. (2008). The definition of 21st century literacies. Retrieved from http://www.ncte.org/governance/literacies?source=gshttp://www.ncte.org/governance/literacies?source=gs

National Geographic. (2012, September 6). Costa Rica: A little piece of paradise [Video file]. Retrieved from https://www.youtube.com/watch?v=qTnTlECDO6w

Partnership of 21st Century Skills. (2007). In Framework for 21st century learning: Information and communication literacy. Retrieved from http://www.p21.org/documents/P21_Framework_Definitions.pdfhttp://www.p21.org/documents/P21_Framework_Definitions.pdf

Salaberry, M. R. (1996). A theoretical foundation for the development of pedagogical tasks in computer mediated communication. Calico Journal, 14(1), 5-34.

Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 105-111. doi: https://doi.org/10.1177/003172170508700205

Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6(1), 165-180. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.563.810&rep=rep1&type=pdf

Tobin, J. (2000). “Good guys don’t wear hats”: Children’s talk about the media. London: Teachers College Press.

U.S. Department of Education. (2010). National Education Technology Plan 2010. Retrieved from https://tech.ed.gov/

Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. W. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum.

Wehrli, B. (2009). Technology as a Fence and a Bridge. Horace, (25)1, 1-4. Recuperado de https://files.eric.ed.gov/fulltext/EJ859274.pdf

Winke, P., Goertler, S., & Amuzie, G. L. (2010). Commonly taught and less commonly taught language learners: Are they equally prepared for CALL and online language learning? Computer Assisted Language Learning, 23(3), 199-219. doi: https://doi.org/10.1080/09588221.2010.486576

Published

2019-03-04

How to Cite

Exploring Perspectives, Negotiating Computer-mediated Landscapes, and Integrating Technology in Linguistically and Culturally-diverse Learning Spaces (P. López-Estrada, P. Rodríguez, & M. Bonet , Trans.). (2019). Revista Electrónica Educare, 23(2), 1-18. https://doi.org/10.15359/ree.23-2.20

Issue

Section

Essays (Peer Reviewed Section)

How to Cite

Exploring Perspectives, Negotiating Computer-mediated Landscapes, and Integrating Technology in Linguistically and Culturally-diverse Learning Spaces (P. López-Estrada, P. Rodríguez, & M. Bonet , Trans.). (2019). Revista Electrónica Educare, 23(2), 1-18. https://doi.org/10.15359/ree.23-2.20

Comentarios (ver términos de uso)