Abstract:

This paper reports on factors that influence TESOL and Bilingual Education teacher candidates’ (TCs) selection and use of technology in the English as a second language (ESL) and Bilingual Education classroom and the influence of explicit training in context in the use of computer technology for second language learners at the PreK-12 grade level. The data suggest that explicit skills building using a loop-input framework enhances ESL and bilingual education teachers’ knowledge, skills, and beliefs in terms of the use of technology in the ESL and bilingual education classroom as evidenced by pre and post course surveys.

The use of technology in education can no longer be thought of as a choice to be made on the part of teachers nor can it be considered an add-on to the curriculum or reserved for special occasions in the classroom. It has been argued that there is a gap that continues to widen between the types of knowledge and skills students learn in schools and the actual types of knowledge and skills they need to be successful in the 21st century workforce and global economy (Partnership for 21st Century Skills, 2005b). The national technology standards ( ISTE, 2000) call for the meaningful and competent integration of technology to be infused within the educational context that the teachers who are certified in these disciplines eventually teach. In addition, TESOL International also calls for the infusion of technology into the curriculum for students learning English as a second language. These standards for teacher education programs, regardless of the discipline, require colleges and universities to prepare educators who are aware of current technology; who are able to develop learning experiences that integrate a variety of technologies, and are able to build skills in students in the use of various technologies.

To this end, a study was undertaken that first surveyed graduate students who were enrolled in a TESOL teacher education program to investigate the types of technology they were using in their classrooms. Second, observation records spanning five years were reviewed to document the types of technology teachers were using with their students when observed by clinical faculty. Based on the data from these two sources, several of the TESOL methods courses were redesigned Students were administered a computer self-efficacy and use survey at the beginning and end of each semester which asked a variety of questions regarding their personal use of computers, their beliefs on the effectiveness of computer use in the ESL classroom, and barriers that they identify in integrating computer technology in their classroom practice. A set of course readings on a variety of issues relating to teachers’ technology use formed the foundation for the loop input component of the course. Each class included one hour of explicit instruction in using instructional technology that were developed using a model set forth by Mistretta (2005) during training sessions for pre-service mathematics teachers. In part, this study replicates Mistretta’s work with pre-service mathematics teachers (2005) to extend knowledge of integrating technology to other educational disciplines. Finally, TCs were provided with an evaluation framework, discussion points for the collaborative development of technology based lessons, and lesson plan criteria all adapted to the context of TESOL methods courses from Roblyer (2003).

Keywords:

tesol teacher education, technology.