Examining Bilingual Teacher Candidates' Use of Digital Media

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Author(s): Iliana Alanís (The University of Texas at San Antonio, USA)and Margarita Machado-Casas (The University of Texas at San Antonio, USA)
Copyright: 2018
Pages: 18
Source title: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
Source Author(s)/Editor(s): Grace Onchwari (University of North Dakota, USA)and Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-3955-1.ch012

Keywords: Information Science Reference / K-12 Education / Literacy and Language Studies / Media & Communications

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Abstract

Digital media has transformed how we interact with each other, how we stay connected, and how we learn about the world around us. Digital media has also changed the teacher's role from knowledge provider to facilitator (Lee, 2006). Teachers however, continue to struggle with technology and curricula integration as a vehicle for engaging young learners with academics (Chen, 2010; Wachira & Keengwe, 2011). This chapter underscores the need to provide bilingual teacher candidates with specific instructional uses for digital media to increase their capacity with technology integration, pedagogy, and content knowledge (Mishra & Koehler, 2006). This chapter explores the use of digital media within an after-school technology project. This research lends additional support for teacher preparation programs to integrate the use of technology if they are to serve teachers who work with a growing culturally and linguistically diverse school-age population.

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