rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Instructional, Social, and Institutional Factors Affecting Teachers⁰́₉ Application of Technology in L2 Secondary Spanish Classrooms
  name:
    name part: Allen, Rachel Leah
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Zapata, Dr. Gabriela
    role:
      role term: thesis advisor.
  name:
    name part: Texas A&M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2023
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: This case study examined second language (L2) instructors⁰́₉ use of technology in high school and junior high Spanish classrooms in the state of Texas. Specifically, this work sought to investigate the kinds of technologies teachers employ in their practice and how they apply them in the classroom, and what personal and institutional factors influence their choices. The study collected data from six L2 Spanish teachers from both a high school and a junior high in the same school district. A qualitative analysis was conducted on the data collected, which included classroom observations, debriefings with participants, and semi-structured interviews. The results revealed that the participating L2 educators⁰́₉ incorporation of technology in the study⁰́₉s classes did not mirror recommended current L2 practices but was more reflective of traditional, output and grammar-based approaches. The data showed that educators⁰́₉ classroom use of technology was influenced by lack of teacher training both in the area of L2 education and technology, poor institutional support, absence of information on institutional and methodological expectations for teachers⁰́₉ practice, issues related to flawed technological devices and wi-fi connections, and the participants⁰́₉ own personal use of and beliefs about technology. Based on the study⁰́₉s findings, this work offers suggestions for the implementation of a training model that could assist institutions with teacher education and provide educators with effective theoretical and practical resources. The electronic version of this dissertation is accessible from https://hdl.handle.net/1969.1/197349
  note: by Rachel Allen.
  note: "Major Subject: Hispanic Studies"
  note: Includes vita.
  note: Doctor of Philosophy Texas A&M University 2022 https://hdl.handle.net/1969.1/197349
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Hispanic Studies
  subject:
    topic: Second Language Learning
  subject:
    topic: Technology in the Classroom
  subject:
    topic: Spanish Classroom
  subject:
    topic: Foreign Language Classroom
  identifier: https://hdl.handle.net/1969.1/197349
  record info:
    record content source: TXA
    record creation date: 240819
    record change date: 20240820145901.5
    record identifier: in00005463662
    language of cataloging:
      language term: eng