Proposal Title

1. An Exploration of the Use of Technology to Address Academic Language Learning in Teacher Education in Preparation for the edTPA

Track

Research Proposal / Teaching with Technology

Proposal Abstract

This presentation will share qualitative exploratory research examining the processes student-teachers used to address academic language in lessons generated for middle school instruction. The findings indicated that the student-teachers approached the lessons with different purposes in mind, and those divergent purposes influenced other critical aspects of the lessons. They also showed a lack of metacognitive awareness concerning the integration of academic language, though they unconsciously addressed it in ways consistent with the literature and the edTPA’s expectations. Considering that the incorporation of academic language instruction will be vital to the licensure process and subsequent practice, it becomes imperative that teacher education programs methodically address the issue.

Proposal Description

This presentation will share qualitative exploratory research examining the processes student-teachers used to address academic language in lessons generated for middle school instruction. Undergraduate student-teachers were provided access to ReadAhead, a technological platform designed to scaffold students’ content literacy skills. The student-teachers were serving year-long internships in four content areas and preparing to complete their edTPA teacher certification portfolios. They planned and implemented lessons within diverse middle school settings. They were subsequently interviewed concerning their thought processes in creating and implementing the lessons, and a document analysis was conducted. The findings indicated that the student-teachers approached the lessons with different purposes in mind, and those divergent purposes influenced other critical aspects of the lessons. They also showed a lack of metacognitive awareness concerning the integration of academic language, though they unconsciously addressed it in ways consistent with the literature and the edTPA’s expectations. Ultimately, academic language instruction is essential to learning in all content areas, yet the definitions and application of it may still be unclear to aspiring educators in teacher preparation programs. Considering that the incorporation of academic language instruction will be vital to the licensure process and subsequent practice, it becomes imperative that teacher education programs methodically address the issue.

This research is connected to the Teaching with Technology track because it explores an innovative approach to both classroom instruction and assessment of professional development through technology integration.

The audience will be invited to join in the conversation generated from the research and test out the technology platform used in the study.

Session Format

Presentation Session

Location

Room 2

Publication Type and Release Option

Event

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Mar 29th, 9:00 AM Mar 29th, 9:45 AM

1. An Exploration of the Use of Technology to Address Academic Language Learning in Teacher Education in Preparation for the edTPA

Room 2

This presentation will share qualitative exploratory research examining the processes student-teachers used to address academic language in lessons generated for middle school instruction. The findings indicated that the student-teachers approached the lessons with different purposes in mind, and those divergent purposes influenced other critical aspects of the lessons. They also showed a lack of metacognitive awareness concerning the integration of academic language, though they unconsciously addressed it in ways consistent with the literature and the edTPA’s expectations. Considering that the incorporation of academic language instruction will be vital to the licensure process and subsequent practice, it becomes imperative that teacher education programs methodically address the issue.