Citation
Rico, R., Sanchez, P., & Pillares-Weissling, A.
(2012). A snapshot of latina/o bilingual
teacher candidates and their use of ipads in an after-school technology
program. Journal of Bilingual Education Research & Instruction. Vol. 14
Issue 1, pages 95-115. Retrieved online
from <https://ate.utsa.edu/sites/default/files/pdf/Snapshot%20of%20Bilingual%20Teacher%20Candidates%20and%20their%20Use%20of%20iPads.pdf>.
Review of A Snapshot of Latina/o Bilingual Teacher
Candidates and their Use of IPads in an
After-School Technology Program
Summary
This study examined the effectiveness of using educational
technology when teaching bilingual students.
The 2011 study was performed by surveying both bilingual teacher
candidates and the students with whom they worked during an after-school
program throughout one semester (Rico, Sanchez, & Pallares-Weissling,
2012). During the study, candidates
utilized IPads to teach literacy skills to bilingual students of varying
proficiency levels (Rico, Sanchez, & Pallares-Weissling, 2012). Students were assessed on their literacy
levels prior to and following the study, and teacher candidates were surveyed
regarding factors they believed impacted student achievement gains (Rico,
Sanchez, & Pallares-Weissling, 2012). Results showed that students improved literacy
rates dramatically, going from 23% advanced to 55% advanced, and results were
attributed to a combination of best practice-based teaching and the use of
IPads and other technology within the curriculum (Rico, Sanchez, &
Pallares-Weissling, 2012). Student
responses widely supported such a program; in fact, Rico, Sanchez, and
Pallares-Weissling quote an anonymous student as saying, “Learning how to type
and use the computer at age 14 was my most memorable technology experience”,
(2012). Based on this study and its
results, it is evident that implementation of a technology-based intervention
program can be effective. One thing,
however, that the authors are quick to point out is that using technology in a
classroom is only effective if the teacher using it is properly trained on it
and allows students to use it regularly; for instance, by using 1-to-1 devices
as opposed to just using a projector (Rico, Sanchez, and Pallares-Weissling,
2012).
Reflection/Application
This study proves that programs that incorporate interactive
technology to teach can be very effective.
Using educational technology allows students to interact with content in
an engaging manner as opposed to what is done in many traditional
classrooms. It also opens students up to
a vast wealth of online resources to supplement what they are learning about
within a classroom. I feel that the best
approach to utilizing such a program would be to both use something like an
IPad in conjunction with a traditional approach. Teaching in such a manner would allow educators
to introduce concepts from their curricula and then reinforce them or provide
practice opportunities using the technology resources they have. Many educators in my building are already
using this approach and are wildly successful doing so. These teachers have presented data that has
shown significant growth in the areas of reading and mathematics, results that
strongly correlate with those of this study.
If I were lucky enough to have 1-to-1 devices for my
classroom, I would use them to reinforce students’ literacy skills just as the
teaching candidates did in the after school program in which they
participated. Reading and writing form
the base of what we do within my content area, so I am all for any way that I
can improve students’ abilities or help them become more successful readers and
writers. I know that there are many apps
and online programs out there that can be used to assist in this, so I would
seek out these items and incorporate them throughout the curriculum in order to
reinforce strategies introduced during traditional class time. All in all, incorporating educational
technology in the classroom can prove to be highly effective and beneficial.
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