CITE Journal Volume 18, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This qualitative case study was framed by an experiential learning approach organized around video resources and linguistically and culturally responsive content teaching. The study explored an overarching research question: How did teacher-learners in a grant project interact with a multimedia learning platform that combined teaching video and VoiceThread presentation, called VT project, designed to enhance their linguistically and culturally responsive content teaching (LCRCT) for English learners (ELs)? Data included participants’ VT projects, online and face-to-face class discussions, survey results, and final reflective papers in two TESOL courses as part of a National Professional Development grant program in a Midwestern University. Analyses demonstrated that the technology-assisted course design generally promoted a critical habit of mind among teacher-learners through opportunities to attentively notice and critically reflect on one’s own and others’ teaching practices. Teacher-learners demonstrated a shared ownership over their teaching processes while establishing a reflective discourse community, where the LCRCT framework guided their learning and practices of LCRCT for ELs. Study implications include ways for the teacher-learners to transfer their learning from this reflective multimedia-supported TESOL program into their classrooms, schools, and districts, as well as the challenges. The research was conducted by the three instructors who designed and implemented the course.
Kim, S., Song, K. & Coppersmith, S. (2018). Creating an Interactive Virtual Community of Linguistically and Culturally Responsive Content Teacher-Learners to Serve English Learners. Contemporary Issues in Technology and Teacher Education, 18(2), 442-466. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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