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

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


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.


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