Transforming STEM Classrooms with Multilingual Digital Tools: Insights from Mexico

• In Event: Challenges and opportunities of digital technology for multilingual education: comparative studies across India, Mexico, and Canada

Proposal

In envisioning education within a digital society, understanding how educators adapt their instructional practices to new technologies is crucial, particularly in multilingual classrooms. Research highlights that integrating digital tools can enhance student engagement and learning outcomes when these tools are accessible and inclusive (Tamim et al., 2011; Heggart & Yoo, 2018). However, the effectiveness of such tools often depends on teachers' ability to adapt their pedagogy and the availability of reliable infrastructure (Ertmer & Ottenbreit-Leftwich, 2010; Tondeur et al., 2017). Recent studies on multilingual pedagogies and digital technologies in STEM education emphasize the potential for digital tools to support linguistically diverse classrooms but also point out the challenges in training teachers to use these tools effectively (Le Pichon et al., 2024; Auger et al., 2024). This study builds on these findings by exploring how teachers in Mexico adapt their instructional practices when using a new multilingual digital tool in science and math classrooms and how challenges related to infrastructure impact their experiences and those of their students.
Building on the Technology Acceptance Model 3 (TAM3), which highlights factors such as perceived usefulness, ease of use, and external influences on technology acceptance (Setiyani et al., 2021; Fahmi et al., 2022), this study investigates the experiences of 15 science and math teachers from public and private schools in urban and rural settings in Mexico. Beginning in January 2024, these teachers have integrated a digital tool designed to promote equity through animated videos with multilingual audio and subtitles and interactive quizzes. The study addresses two main research questions: How do teachers adapt their instructional practices with a new multilingual digital tool? How do infrastructure challenges, such as hardware and internet connectivity, affect digital tool use in different school contexts?
To answer these questions, this study uses a qualitative approach with surveys, semi-structured interviews, and classroom observations. The TAM3 framework enables a nuanced exploration of how perceived ease of use, perceived usefulness, and facilitating conditions influence teachers' willingness to integrate new technologies and modify their teaching strategies accordingly. Preliminary findings show that while students are engaged with the digital tool, teachers face challenges such as limited hardware in schools and homes, and inconsistent internet. Teachers are interested in leveraging digital tools to enhance inclusivity, provided they receive adequate support.
The implications of these findings are critical for both practice and policy in digital education. For educators, the study highlights the need for professional development programs that focus on equipping teachers with strategies to adapt their instructional practices in technologically constrained environments. It also emphasizes the importance of tailored support systems to help teachers navigate the complexities of integrating new tools into their existing pedagogical frameworks.
This research contributes uniquely to the discourse on education in a digital society by examining the intersection of technology, pedagogy, and multilingual education in Mexico. By focusing on how teachers adapt their practices and the role of infrastructure in shaping technology use, the research provides valuable insights into developing more effective and equitable digital tools for education worldwide.

Author

• Leanne Adegbonmire, OISE, University of Toronto