Technology in Dual Language: The Case of a Self-Contained Teacher

• In Event: Learner Experience in Multimodal Contexts

Abstract

This case study explored how and why a first-grade dual language (English/Spanish) teacher used technology. The findings showed that the teacher positive attitudes toward technology, district and school expectations, as well as colleagues’ support contributed to her use of technology. The teacher believed that it was important for her students’ future to develop technological skills. Also, certain literacy and math applications were district-mandated. The participant used technology for planning, instruction, administrative tasks, and parental involvement. Some factors that inhibited the teacher’s use of technology included planning and instructional time constraints, being self-contained, and the lack of authentic Spanish resources. Some relevant findings related to students’ engagement with technology are included. Practice and policy implications are provided.

Author

• Paola Gabriela Mendizabal, College of William & Mary
  Presenting Author