Bridging the divide: Second language teachers, pedagogy, content knowledge, and technology
Margo J. Fryling, Wayne State University, United States
Wayne State University . Awarded
This study examines the use of technology, pedagogy and content knowledge with second language teachers, and comparing Title 1 and non Title 1 schools. Technology can be used to provide unique learning opportunities for second language learners. Second language students can benefit from technology by practicing skills, increasing motivation, providing authentic materials, creating interaction between students, teachers and peers, creating individual learning, encouraging global understanding and increasing communication in safe ways (Lai & Kritsonsis, 2006). Although technology shows promise for increasing second language student achievement, students continue to have varied access at home, perpetuating the digital divide that was thought to disappear with large financial investments. By looking at how K-12 second language teachers use technology and the differences that exist between title I and non-title I schools this study will serve to assess the current state of technology integration and offer suggestions to enhance future integration. This study used the TPACK framework to examine second language teachers use of technology with their students.
Fryling, M.J. Bridging the divide: Second language teachers, pedagogy, content knowledge, and technology. Ph.D. thesis, Wayne State University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com