A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for English Language Learners

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Author(s): M. Liu (The University of Texas at Austin, USA), C. Navarrete (The University of Texas at Austin, USA), E. Maradiegue (The University of Texas at Austin, USA)and J. Wivagg (The University of Texas at Austin, USA)
Copyright: 2014
Pages: 21
Source title: Mobile Pedagogy and Perspectives on Teaching and Learning
Source Author(s)/Editor(s): Douglas McConatha (West Chester University, USA), Christian Penny (West Chester University of Pennsylvania, USA), Jordan Schugar (West Chester University, USA)and David Bolton (West Chester University, USA)
DOI: 10.4018/978-1-4666-4333-8.ch010

Keywords: Blended & Mobile Learning / Education / Educational Technologies / Information Science Reference

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Abstract

Mobile technology has been noted as a valuable resource for students in K-12 education and potentially for English Language Learners (ELL). ELL students enter schools with different levels of English proficiency and teaching such a population often presents a daunting academic challenge. Using mobile devices for learning, holds certain potentials as the literature indicates. Benefits of mobile technology such as flexibility, accessibility, interactivity, and motivation and engagement have been documented. This multiple-case study examines ELL teachers’ use of the iPod touch in their instruction at elementary, middle, and high school levels to understand how such mobile devices are used and the teachers’ perception of using them.

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A Multiple-Case Study Examining Teachers’ Use of iPod Touches in Their Pedagogical Practices for English Language Learners

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