Teaching second language learners with technology: A case study of a teacher learning process
Yu-Feng Diana Yang, Washington State University, United States
Washington State University . Awarded
The purpose of this study was to explore the process of teacher learning of teaching with technology by viewing teacher-learners as active agents. It argued the importance of understanding the process teachers go through to reach the ends of their learning and the roles they play in the process of reaching those ends, which are rarely emphasized in current studies. It also sought to understand how multiple factors interrelate and interconnect, and how teacher-learners act on these factors in real situations rather than how single factor influences teacher learning.
This study employed a qualitative case study approach. One K--12 practitioner who had ESL/bilingual students in her classrooms and who was taking an on-line course during the study period participated in the study voluntarily. The study data resources included fieldnotes, interviews, a questionnaire, and documents. The constant comparison method (Glaser & Strauss, 1967) was mainly employed in the data analysis procedures.
This study developed three understandings: (1) Teacher-learners bear ultimate self-generated learning goals in mind while learning to teach with technology; (2) Teacher-learners approach their learning by setting ultimate learning goals, developing solutions, learning plans, and learning strategies for their ultimate learning goals, and reshaping solutions, learning plans, and learning strategies; (3) Teacher learning is an ongoing process that consists of changing in solutions and self-efficacy, and an interactive process containing the interplay and interaction of multiple factors. These findings expand understanding regarding how teachers reach the ends of their learning. It challenges views of teacher-learners as passive information receivers, teacher learning process as the constitution of specific linear phases, and teacher learning as single factor effect.
Recommendations for future studies included: (1) teacher-learners' self-generated learning goals; (2) the influence of teacher concerns; (3) teacher control; (4) thinking beyond ACOT's existing framework; (5) interplay and interactions among multiple factors; (5) the careful interpretation and use of self-efficacy; (6) learner differences; (7) culture; (8) experience of teaching with technology; (9) the process of becoming mindful technology-using teachers. Implementations for teacher development stakeholders included (1) important phenomena in the teacher-learners' learning process; (2) concepts or materials that are particularly useful for teacher-learners.
Yang, Y.F.D. Teaching second language learners with technology: A case study of a teacher learning process. Ph.D. thesis, Washington State University.
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