CALL: A Survey of K-12 ESOL: Teacher Uses and Preferences  

Oleh:

Meskill, Carla ; Anthony, Natasha ; Hilliker- VanStrander, Shannon ; Tseng, Chi-Hua ; You, Jieun

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Quarterly (Full Text; vol 1-16 ada di JSTOR) vol. 40 no. 2 (Jun. 2006), page 439-451.
Fulltext: Vol. 40, No. 2 , pp. 439-451.pdf (1.35MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/TES/40 Non-tandon: tidak ada Tandon: 1

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Isi artikel

As the number of English Language Learners (ELLs) in U.S. schools continues to increase, so too does the availability of technologies for use by specialists who teach English for speakers of other languages (ESOL) and whose task it is to boost and support the language and literacy development of their students. One illustration of the scale of national growth in technologies access in education is that during the intervening period between this project's first New York statewide survey on ESOL teachers' uses of technology in 1997 and the 2003 follow-up survey, the number of U.S. students per machine decreased from 125 to 5 (Smerdon et al., 2000). Moreover, the number of schools in the United States that are wired for the Internet is fast nearing 99% (Rowand, 2000). What do such increases in availability mean for computer-assisted language learn- ing (CALL)? This study set out to determine whether and how these changes in access to, along with increased familiarity and experiences with, technology are affecting how New York State ESOL professionals are using them for educational purposes.

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