Exploring Perspectives, Negotiating Computer-mediated Landscapes, and Integrating Technology in Linguistically and Culturally-diverse Learning Spaces
AbstractGlobal trends in the 21st century highlight the importance and necessity of technology use for students to demonstrate their learning processes, thus facilitating their language learning in meaningful technological contexts (Eaton, 2010). This paper seeks to address some issues dealing with the importance of technology in relation to second language learning and teaching, including the benefits, challenges, considerations, and perceptions of teaching with technology. The purpose of this paper is threefold. First, it explores technology in education as it has been commonly construed, challenged, and used. Secondly, it presents technology in education ideas to second language learning, and discusses some benefits and challenges implicit in the interaction of both. Lastly, it shares ways in which the authors, all currently working in diverse educational contexts, have implemented some of the free resources that they collaboratively compiled in an online LiveBinder.
Association of Latino Administrators and Superintendents. (2011). English language learners: Incorporating technology into the academic achievement strategy. Boston: Author. Retrieved from https://www.daleadershipinstitute.com/sites/daleadershipinstitute/files/2012-K-12-ELL_Incorporating-Technology-into-the-Academic-Achievement-Strategy.pdf
Ban, R., Jin, L., Summers, R., & Eisenhower, K. (2012). Integrating technology: Best-use practices for English language learners in content-based classrooms. Retrieved from http://www.appstate.edu/~jinl/esltech.pdfhttp://www.appstate.edu/~jinl/esltech.pdf
Billings, E., S., & Mathison, C. (2012). I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English learners. Journal of Science Education and Technology, 21(4), 494-503. doi: https://doi.org/10.1007/s10956-011-9341-0
Brandt, D. (2001). Literacy in American lives. Cambridge: Cambridge University Press. doi: https://doi.org/10.1017/CBO9780511810237
Chandler-Olcott, K., & Mahar, D. (2003). “Tech-savviness” meets multiliteracies: Exploring adolescent girls’ technology-mediated-related literacy practices. Reading Research Quarterly, 38(3), 356-385. doi: https://doi.org/10.1598/RRQ.38.3.3
Conole, G. (2008). Listening to the learner voice: The ever changing landscape of technology use for language students. ReCALL, 20(2) 124-140. doi: https://doi.org/10.1017/S0958344008000220
Davidson, C. (2009). Young children’s engagement with digital texts and literacies in the home: Pressing matters for the teaching of English in the early years of schooling. English Teaching: Practice and Critique, 8(3), 36-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ869393.pdf
Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45-52. doi: https://doi.org/10.1007/s11528-011-0527-3
Eaton, S.E. (2010). Global trends in language learning in the 21st century. Calgary: Onate Press. Retrieved from https://files.eric.ed.gov/fulltext/ED510276.pdf
Evans, E. J. (2005). Autonomous literacy or social practice? Students’ constructions of technology literacy. Journal of Literacy and Technology, 5(1), 1-40.
Gee, J. P. (1991). Social linguistics and literacies: Ideology in discourses. London: Falmer Press.
Genishi, C., & Dyson, A.H. (2009). Children, language and literacy: Diverse learners in diverse times. New York: Teachers College Press.
Gray, R., & Stockwell, G. (1998). Using computer mediated communication for language and culture acquisition. On-Call, 12(3), 2-9.
Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling, W., van Leusen, P. (2010). Equipping the next generation of teachers: Technology preparation and practice. Journal of Digital Learning in Teacher Education, 27(1), 30-36. doi: https://doi.org/10.1080/21532974.2010.10784654
Harris, M. (2005). Contemporary ghost stories: Cyberspace in fiction for children and young adults. Children’s Literature in Education, 36(2), 111-128. Doi: https://doi.org/10.1007/s10583-005-3500-y
Hsieh, Y. (2017). A case study of the dynamics of scaffolding among ESL learners and online resources in collaborative learning. Computer Assisted Language Learning, 30(1-2), 115-132. doi: https://doi.org/10.1080/09588221.2016.1273245
International Society for Technology in Education. (2007). National educational technology standards for students (NETS-S). Retrieved from https://www.kelloggllc.com/tpc/nets.pdf
Knobel, M. (1999). Everyday literacies: Students, discourse, and social practice. New York: Peter Lang Publishing.
Kozma, R., B & Anderson, R. E. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18(4), 387-394. doi: https://doi.org/10.1046/j.0266-4909.2002.00250.doc.x
Lam, W. S. E. (2009). Multiliteracies on instant messaging in negotiating local, translocal, and transnational affiliations: A case of an adolescent immigrant. Reading Research Quarterly, 44(4), 377-397. doi: https://doi.org/10.1598/RRQ.44.4.5
Leloup, J. W & Ponterio, R. (2003). Second language acquisition and technology: A review of the research. Washington, DC: Center of Applied Linguistics. Recuperado de https://ensinodelinguascomtic.files.wordpress.com/2010/03/leloup_second_language_acquisition_and_technology_review_of_research.pdf
Levy, M. (2009). Technologies in use for second language learning. The Modern Language Journal, 93(1), 769-782. doi: https://doi.org/10.1111/j.1540-4781.2009.00972.x
Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3), 250-273. doi: https://doi.org/10.1080/15391523.2002.10782348
Luke, A., & Elkins, J. (2000). Re/mediating adolescent literacies. Journal of Adolescent & Adult Literacy, 43(5), 396-398.
Mayall, H. J., & Robinson, R. S. (2009). Investigating visual literacy integration: Lida’s legacy? Tech Trends, 53(2), 48-49. Doi: https://doi.org/10.1007/s11528-009-0268-8
Mims, C., Polly, D., Shepherd, C., & Inan, F. (2006). Examining PT3 projects designed to improve preservice education. Tech Trends, 50(3), 16-24. doi: https://doi.org/10.1007/s11528-006-7599-5
National Council of Teachers of English. (2008). The definition of 21st century literacies. Retrieved from http://www.ncte.org/governance/literacies?source=gshttp://www.ncte.org/governance/literacies?source=gs
National Geographic. (2012, September 6). Costa Rica: A little piece of paradise [Video file]. Retrieved from https://www.youtube.com/watch?v=qTnTlECDO6w
Partnership of 21st Century Skills. (2007). In Framework for 21st century learning: Information and communication literacy. Retrieved from http://www.p21.org/documents/P21_Framework_Definitions.pdfhttp://www.p21.org/documents/P21_Framework_Definitions.pdf
Salaberry, M. R. (1996). A theoretical foundation for the development of pedagogical tasks in computer mediated communication. Calico Journal, 14(1), 5-34.
Shaffer, D. W., Squire, K. R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 105-111. doi: https://doi.org/10.1177/003172170508700205
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6(1), 165-180. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.563.810&rep=rep1&type=pdf
Tobin, J. (2000). “Good guys don’t wear hats”: Children’s talk about the media. London: Teachers College Press.
U.S. Department of Education. (2010). National Education Technology Plan 2010. Retrieved from https://tech.ed.gov/
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. W. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum.
Wehrli, B. (2009). Technology as a Fence and a Bridge. Horace, (25)1, 1-4. Recuperado de https://files.eric.ed.gov/fulltext/EJ859274.pdf
Winke, P., Goertler, S., & Amuzie, G. L. (2010). Commonly taught and less commonly taught language learners: Are they equally prepared for CALL and online language learning? Computer Assisted Language Learning, 23(3), 199-219. doi: https://doi.org/10.1080/09588221.2010.486576
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. The papers published by Educare Electronic Journal use a Creative Commons License: