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
Conference Tracks
Teaching with Technology – Research
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.
Session Format
Presentation Session
Session Format
Presentation
Location
Room 2
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Russell, Roxanne and Cuevas, Joshua A., "1. An Exploration of the Use of Technology to Address Academic Language Learning in Teacher Education in Preparation for the edTPA" (2017). SoTL Commons Conference. 53.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/53
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.
