Swiger, S. L. (2020). Technology use and integration by six sheltered instruction trained teachers [Doctoral dissertation, The University of Akron]. OhioLINK. http://rave.ohiolink.edu/etdc/view?acc_num=akron158928744067648

Abstract:

“This dissertation studied a selection of sheltered-instruction trained teachers’ use of digital technology to teach content and language with native English speakers and English learners (ELs). This study used the TPACK framework and SAMR model as lenses to examine the teachers’ skills, perceptions, and actions in using digital technology for classroom teaching and learning. Specifically, this study focused on the purposes for which these teachers use digital technology, the types of technology they use, their perceptions for how technology is used, and how it is applied to promote the components in the SIOP model. The study also examined the teachers’ pedagogical approaches for technology integration through the lens of the SAMR model. This study was grounded in the concepts of the qualitative case research tradition. The primary research instruments employed included classroom observations and individual interviews of teacher participants. Six teacher participants were purposefully selected to examine the degree to which their technology use fit into the SAMR model and revealed their TPACK knowledge in technology integration. The six teacher participants were practicing teachers with training in the SIOP model and using technology in teaching content and language in classrooms with native English speakers and ELs. The analysis and presentation of these six individual case studies provided thorough descriptions of teaching and learning environments, including research site, ABSTRACT iv technology facilities support, and classroom technology availabilities. Moreover, the present study investigated teacher participants’ different perspectives in technology use in teaching and their pedagogical practices in addition to their level for integrating technology into their classroom instructions. Findings indicated that the teacher participants’ confidence and capability in using technology in the classroom were minimal in comparison with the other concerns expressed. For example, the inadequate access to digital devices was the major complaint from teacher participants who were teaching in urban school districts. Another finding from the present study is that most teacher participants did not have a clear vision of technology integration. To be specific, teacher participants understand pedagogical practice is the driving force that leads to effective teaching and learning. However, their vision disconnected with their actions in practices. Based on digital tools evaluated by using the SAMR model, results indicate teacher participants falsely believed they were integrating technology when in fact they were only supplementing conventional instruction with technology by spending more time in making the instruction appear technologically functional. Furthermore, for the most part, challenges for ELs in technology use was not a great concern according to the teacher participants’ responses. However, technology use does set high standards for ESL students who have insufficient technological skills; for example, students who recently came to the U.S. or came from countries with less access to digital technologies were at a disadvantage. Moreover, findings indicated that teacher participants might lack knowledge in using technologies to support language development along with the content delivery. They had strong knowledge in pedagogy of content and language, but they were weak when selecting v appropriate technologies to integrate within instructional plans for both content and language delivery. Techniques in sheltered instruction appeared to be often overlooked in technology selections to meet ELs’ needs. Finally, the results from the present study revealed that the majority of teacher participants often used technology at the substation level followed by the augmentation level, indicating that the majority of the teacher participants did not use the available technology tools to their full potential. The present research study advances an understanding of the status of technological availability in public schools with EL populations and teachers’ perceptions of technology integration. In addition, examining in-service teachers’ technology integration effectiveness in instructional practices, particularly in sheltered instructional classrooms, will assist school districts in developing appropriate professional development that addresses teachers’ needs by improving their knowledge in instructional technologies specifically for EL student. Keywords: English learners (ELs); digital technology; Substitution, Augmentation, Modification, and Redefinition model (SAMR); Technology, Pedagogy, and Content Knowledge (TPACK) model; Sheltered Instructional Observation Protocol (SIOP) model.”