An Exploratory Study of L2 Teachers' Pedagogical Decisions on Technology Activities
Open Access
- Author:
- Hsieh, Wen-min
- Graduate Program:
- Instructional Systems
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- October 05, 2012
- Committee Members:
- Priya Sharma, Dissertation Advisor/Co-Advisor
Priya Sharma, Committee Chair/Co-Chair
Susan M Land, Committee Member
Orrin T Murray, Committee Member
Karen E Johnson, Committee Member - Keywords:
- technology integration
CALL
teacher education
ESL - Abstract:
- As information communication technologies (ICTs) evolve at a rapid speed, language teachers in the 21st century are facing a new challenge in their teaching: integration of technology into their classroom. Researchers approach the question concerning second language (L2) teachers’ technology integration from two paths, computer-assisted language learning (CALL) teacher education and (L2) teachers’ current teaching practice with technology. However, as Stockwell (2007) suggested, questions remain regarding how technologies have been used to achieve learning objectives. By focusing on technology-using L2 teachers’ pedagogical design of technology activities, this study aimed to explore those teachers’ pedagogical decision on technology activities in their respective classroom contexts. Specifically, this study sought to answer the question of how technology-using L2 teachers utilize web-base computer technologies and resources to achieve learning objectives supporting English language learners’ language/literacy development with three sub research questions: 1a) How do technology-using L2 teachers integrate and design their technology activities?; 1b) What types of student engagement are triggered by these L2 teachers’ technology learning activities in classroom or virtual space?; 1c) How do technology-using L2 teachers approach modifying technology activities based on their perceived activities’ outcomes? Multiple-case embedded research design was used to address the proposed research questions. The current study provided description of technology integration in three listening/speaking language classrooms. Data was collected from multiple sources in order to provide a rich depiction of the case, including: two or more in-depth interviews and after class chats with teachers, classroom observations, teacher logs, teacher- and student- created artifacts, and department-created documents related to technology use. Grounded theory analysis (Charmaz, 2006) was employed to analyze teachers’ interview transcripts, teacher logs, and field notes from classroom observation to address the proposed research questions. Analysis of the three cases showed the importance of context in affecting and understanding those teachers’ technology use, and that the path to actual technology use in the classroom lies in teachers working with “what they have”. In addition, the three teachers’ technology integration revealed three common themes in their technology integration: alignment of chosen technology with learning objectives, Internet for authentic language input, and flexibility with technology. Finally, the three teachers’ pedagogical decisions on technology activities were captured in a technology integration quardrant in an attempt to uncover potential paths and ideas to technology integration for teachers. It was hoped that by presenting a rich account of technology-using L2 teachers’ pedagogical decisions of technology activities in context, this exploratory investigation would help to break down the concept of technology integration into practical ideas and strategies, and to provide ideas for teacher educators and teachers about technology integration in language classroom. Case studies do not permit generalization in the quantitative sense, rather, readers of this study will determine to what extent that the results of this study could be transferred to their own settings.