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Direct linkJorge Solís; Kristen Lindahl; Bedrettin Yazan – TESOL Journal, 2024
This article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research-practice partnership between a large public university and two school districts in south Texas that engages in-service…
Descriptors: Professional Identity, English (Second Language), Second Language Learning, Second Language Instruction
Download full textLynch, Julia; Irby, Beverly J.; Tong, Fuhui; Lara-Alecio, Rafael; Zhou, Zhiqing; Singer, Erin – TESL-EJ, 2021
With the recent changes in student demographics in the United States and the development of technology, virtual professional development (VPD) for teachers of English learning students(ELs) has become a valuable means to support teachers and their students. We developed a federally funded, five-year VPD program, Project Massive Open Online…
Descriptors: Online Courses, Faculty Development, Teacher Competencies, English (Second Language)
Miller, Gary J. – Kappa Delta Pi Record, 2018
In the technology-enhanced classroom, students' language acquisition is supported through opportunities for engagement, collaboration, concept development, and authentic work.
Descriptors: Educational Technology, Technology Uses in Education, English (Second Language), English Language Learners
Demski, Jennifer – T.H.E. Journal, 2011
Township High School District 214 in Arlington Heights, Illinois, and Comal Independent School District (ISD) in New Braunfels, Texas, are pioneers in the incorporation of mobile devices such as the iPad and iPod Touch in the English language learner (ELL) classroom. Though it's too soon to collect significant quantitative data regarding the…
Descriptors: Nontraditional Education, School Districts, Second Language Learning, English (Second Language)
Hoki, Chieko – ProQuest LLC, 2013
Digital technologies surround our lives today and many adolescent students are actively engaged in reading and writing through multimodal digital technologies. The omnipresence of digital technologies in today's society inevitably influences students' literacy practices. Thus, there is an imminent need on the teacher's part to infuse technologies…
Descriptors: Middle School Teachers, Educational Technology, Technology Integration, Teaching Methods
White, Melissa Eiler; Makkonen, Reino; Stewart, Kari Becker – Regional Educational Laboratory West, 2010
This review of teaching standards in six states updates a 2009 review (White, Makkonen, and Stewart 2009) by incorporating California's recently adopted teaching standards alongside those from Florida, Illinois, North Carolina, Ohio, and Texas. The previous review was developed at the request of key education agencies in California to inform the…
Descriptors: State Standards, Beginning Teachers, Experienced Teachers, Employment Level
Lopez, Omar S. – Computers & Education, 2010
This study presents the findings from the first-year evaluation of the Round Rock Independent School District's (ISD) Digital Learning Classroom project, an initiative focused on the improvement of English Language Learners' (ELL) learning using interactive whiteboard (IWB) technology. An objective of the evaluation was to determine the extent IWB…
Descriptors: Quasiexperimental Design, Mathematics Achievement, Academic Achievement, Second Language Learning
McPherson, Douglas – Interactive Technology and Smart Education, 2009
Purpose: The purpose of this paper is to describe how and why Texas A&M University at Qatar (TAMUQ) has developed a system aiming to effectively place students in freshman and developmental English programs. The placement system includes: triangulating data from external test scores, with scores from a panel-marked hand-written essay (HWE),…
Descriptors: Student Placement, Educational Testing, English (Second Language), Second Language Instruction
Peer reviewedMoore, Zena; Morales, Betsy; Carel, Sheila – CALICO Journal, 1998
A survey of 388 language teachers in Texas found teachers in general made little use of computer facilities. Although they commonly used video materials, they did not use interactive media such as CD-ROMs and videodisks. Teachers' level of education, experience, and geographic location accounted for some of this difference. Teachers of Japanese…
Descriptors: Classroom Techniques, Comparative Analysis, Computer Assisted Instruction, Computer Uses in Education
