Mandarin Chinese Teachers' Experiences Using Technological Pedagogical Content Knowledge (TPACK) in Early Childhood Classrooms

• In Event: AERA Poster Session 2
  In Poster Session: Second Language Research SIG Poster Session

Abstract

This paper explored the teaching and learning experiences and perceptions of eight Mandarin Chinese teachers in early childhood classrooms throughout the United States. I explored the teachers’ experiences using technology and instructional pedagogy to teach Mandarin Chinese to young learners. I analyzed how their experiences related to an innovation cluster meshed with technology integration, the understanding of early childhood pedagogy, the understanding of second language pedagogy, and content knowledge. I analyzed the data through thematic inductive analysis. The findings indicated that the teachers in this study experienced positive outcomes integrating technology and instructional pedagogy. However, there is a strong need for technological and instructional resources for Mandarin Chinese language teachers who teach early childhood learners.

Author

• Francesca Pugh-Opher, Rowan University