Dissertation/Thesis Abstract

California Middle School Teachers’ Perspectives of Technology Implementation for English Language Learners’ Motivation and Achievement
by Eagan-Murray, Joanna L., Ph.D., Concordia University Chicago, 2019, 190; 13426904
Abstract (Summary)

The purpose of this research was to examine the use of technology to support English Language Learners (ELLs) who struggle academically, lack motivation to learn, and oftentimes drop out of school. Middle school teachers shared their perceptions of implementing technology as a change initiative in order to improve instruction for ELL students in the general education setting. Results concluded that technology benefits ELL students when used for purposes that help with communication, feedback, collaboration, critical thinking, and culture. Also, technology offers ELL students the opportunity to engage with content in ways and spaces that allow for repetition, relearning, and self-pace not readily available without digital resources. Teachers revealed that technology can enhance effective strategies already used in instruction, but that more can be done to use technology in ways that truly ensures that ELL students are prepared for success in future academics and the workplace. Findings also revealed that school culture and peer pressure can act as barriers to success for the middle school students. Finally, teachers need to be equally involved and supported for a change initiative to be successful.

Indexing (document details)
Advisor: Trybus, Margaret A., Nuñez, Isabel
Commitee: Grigsby, Yurimi
School: Concordia University Chicago
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 81/2(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, English as a Second Language, Educational technology
Keywords: Change initiative, Change theory, ELL students, Motivation, Teacher perspectives, Technology
Publication Number: 13426904
ISBN: 9781085724951
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