Many practicing teachers face challenges with effective technology integration (Keengwe & Onchwari, 2009). Teachers who do integrate technology into their educational practices understand that it is not an end-all solution, but rather a support to their current pedagogical and content practices. However, a simple question remains among current early childhood educators, how can technology be effectively used and integrated into classroom environments in order to facilitate children's learning and development? Therefore, the purpose of this study was to explore how pre-service teachers (PSTs) integrated technology (a translation app) into their lessons and how students (dual language learners) responded to the use.1. How do pre-service teachers integrate Speak & Translate with dual language learners? 2. How do dual language learners respond to the use of Speak & Translate?

No abstract

No abstract