Teaching English Language Learners through Technology

As the fourth book in the series Teaching Language Learners Across the Curriculum, this volume by Tony Erben, Ruth Ban, and Martha Castañeda serves as a straightforward and practical handbook for pre-service and in-service K-12 classroom teachers who have no formal pedagogical training in second language teaching. Whereas the previous books in the series focused on specific subject areas, Teaching Language Learners through Technology is relevant to all content areas and bridges linguistics, language learning research, and practical day-to-day teaching strategies to show educators how the use of technology in differentiated instruction can help facilitate language learning

Teaching English Language Learners through Technology

As the fourth book in the series Teaching Language Learners Across the Curriculum, this volume by Tony Erben, Ruth Ban, and Martha Castañeda serves as a straightforward and practical handbook for pre-service and in-service K-12 classroom teachers who have no formal pedagogical training in second language teaching. Whereas the previous books in the series focused on specific subject areas, Teaching Language Learners through Technology is relevant to all content areas and bridges linguistics, language learning research, and practical day-to-day teaching strategies to show educators how the use of technology in differentiated instruction can help facilitate language learning

The Effect of Technology Infusion on At-Risk High School Students’ Motivation to Learn

By examining at-risk high school students’ perceptions of their motivation when using instructional technologies, this study hopes to offer a better understanding of the link between students’ perceptions of their motivation to learn and the road blocks that impede motivation. Additionally, this study seeks to bring to light the frequently overlooked perspective of students who are often marginalized, unsuccessful, and in danger of failure. Student interviews and survey data provide insight about the degree to which at-risk high school students feel that instructional technologies help contribute to or hinder their academic success. The survey tool, classroom observations, and student interviews specifically reveal how feelings of autonomy, extrinsic and intrinsic goal orientation, and task value are related to increased motivation among at-risk students and how certain management practices and road blocks can impede success. Additionally, the data collected were used to better understand what role the perceived value of digital literacy as a 21st Century job skill plays in motivating at-risk high school students when using technology in the classroom. Implications for teachers, administrators, and policy makers, as well as suggestions for further research are also presented