You are here:

Emergent Bilingual Students and Technology in the Science Classrooms
PROCEEDING

, , , , University of North Carolina at Chapel HIll, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This paper details the findings from a qualitative study of technology use with emergent bilingual students in a one-to-one tablet initiative at an urban elementary and middle school in the southeastern United States. Findings from observations, field notes, and conversations with teachers about technology integration with emergent bilingual students are shared.

Citation

Jones, M., Anderson, J., Reyes, A.J. & Freeman, E. (2016). Emergent Bilingual Students and Technology in the Science Classrooms. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2615-2620). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .

View References & Citations Map

References

  1. Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141178.
  2. Campbell, L.O. & Rivas, B. (2012). Interactive technology strategies: Nurturing the language of science among English language learners. Science and children. (pp. 82-87).
  3. García, O., & Kleifgen, J.A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. Teachers College Press.
  4. García, O., Kleifgen, J.A., & Falchi, L. (2008). From English Language Learners to Emergent Bilinguals. Equity Matters. Research Review No. 1.Campaign for Educational Equity, Teachers College, Columbia University.
  5. Lucas, T., Villegas, A.M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361-373.
  6. Menken, K., & Antunez, B. (2001). An overview of the preparation and certification of teachers working with limited English proficient (LEP) students. National Clearinghouse for Bilingual Education.
  7. Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 188(6), 1017-1054.
  8. Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.
  9. NCES. (2002). The condition of education 2002. Contexts of elementary and secondary education: Indicator 33: Participation in professional development. Retrieved from http://nces.ed.gov/Programs/coe/2002/section4/indicator33.asp NCES. (2015). English Language Learners. Retrieved from http://nces.ed.gov/programs/coe/indicator_cgf.asp
  10. Palmer, D., & Martínez, R.A. (2013). Teacher agency in bilingual spaces: A fresh look at preparing teachers to educate Latina/o bilingual children. Review of Research in Education, 37(1), 269-297.
  11. Ricketts, A. (2011). Using inquiry to break the language barrier: English language learners and science fairs. The Science Teacher. (pp. 56-58).
  12. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  13. Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.