Educators' translation of technology integration in two -way dual language classrooms
Abstract
“Double Click.” Fifteen years ago, these terms would have meant absolutely nothing, but today, millions of people all over the world use every day. The terms represent the use of modern technology in the form of computers to communicate, access, and create information. The use of technology has become a phenomenon many times that causes celebration for its opportunities, but many times blamed for divisions. This dissertation is about equity though innovative uses of school recourses: language programs and technology resources. It is an exploration of technology-use in three schools in El Paso, TX with a majority of Latino1, English language learner (ELLs), and high numbers of economically disadvantaged students (TEA, 2002). These distinctions are important because each category has its own set of challenges. Yet, all of these categories define the reality of many children, including in El Paso, TX and those in the participating schools. This study aimed to investigate the following research questions: (1) How do educators translate the concept of technology integration with Latino ELLs? (2) What is the role technology plays in classroom with minority populations (i.e. Latino, ELL, economically disadvantaged students)? (3) How and why do educators use technology with Latino ELLs? The qualitative study took place in three schools that incorporate the Two-Way Dual Language (TWDL) programs. Observations, interviews, and analysis of various site documents, including student work were utilized as data sources. A description of each school's education approach, assumptions about learning, technology resources, technology integration, and digital divide topics are discussed. Each campus was diverse, yet common themes emerged through out the entire data collection period at the three campuses. The themes that surfaced were applicable at various levels at East Elementary, Red International, and West Elementary. They attend to educational issues I had not anticipated when I first began the study. The two main themes that emerged after the analysis are: (1) The Integration Connection. (2) The Common Underpinning between Student-Centered, Technology Integration, and TWDL programs. A discussion on other implications such as challenges to the integration of technology in the classroom and funding for TWDL programs is also included. Finally, a reflection on the study and some future research directions are provided. 1Latino represents Mexican American or Hispanic people.
Subject Area
Educational administration|Educational technology|Bilingual education
Recommended Citation
Reza-Hernandez, Laura, "Educators' translation of technology integration in two -way dual language classrooms" (2005). ETD Collection for University of Texas, El Paso. AAI3181647.
https://scholarworks.utep.edu/dissertations/AAI3181647