Incorporate Technology Into the Modern Language Classroom

Castleberry, Gwen Troxell; Evers, Rebecca B.

doi:10.1177/1053451209349535

Cited by 8 publications

(5 citation statements)

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“…Surveys and focus groups have been used to study the implementation of universal design where both faculty and students perceived improved benefits and noted its potential to help improve persistence and retention of students with disabilities in postsecondary education as well as decrease attitudinal barriers (Burgstahler & Moore, 2009;Madaus, Scott, & McGuire, 2003b;McGuire & Scott, 2006a;Schelly et al, 2011). Experimental and other empirical research designs to study the effectiveness of universal design have also been conducted.…”

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confidence: 99%

“…Students with disabilities are often excluded from curriculum and class materials, generally not due to intentional discrimination but through mishandling student concerns and lack of familiarity (Gaal & Jones, 2003;Green, 2009). This is likely due to a lack of knowledge of how to properly include these students through an understanding of appropriate accommodations and faculty choices in instruction that create barriers to education for students with disabilities (Burgstahler & Moore, 2009;Harrison, 2006;Leyser & Greenberger, 2008). This, along with faculty attitudes, can lead to exclusion of students with disabilities and cause inequitable access to education.…”

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confidence: 99%

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Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education

Black

Weinberg

Brodwin

2014

eei

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Universal design in the education setting is a framework of instruction that aims to be inclusive of different learners to reduce barriers for all students, including those with disabilities. We used the principles of Universal Design for Learning (UDL focuses on the learner) and Universal Design for Instruction (UDI focuses on instruction) as the basis for this study. The purposes of this study were to determine if faculty were incorporating UDI/UDL into their instruction, and their attitudes toward students with disabilities, as these could be barriers to learning. The study revealed that some faculty were incorporating principles of UDI/UDL into their instruction, the variety of methods used varied, and faculty attitudes still create barriers to an equitable educational environment for students with disabilities. More education and training is needed in working with students with disabilities and adapting teaching methods for these students using UDI/UDL.

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confidence: 99%

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confidence: 99%

Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education

Black

Weinberg

Brodwin

2014

eei

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“…One of the benefits of technology integration in a language classroom is to engage and motivate student-teachers. Technology such as the internet and television can help to familiarize learners with the target language culture and make the L2/FL more "real" (Castleberry & Evers, 2010). These arguments reflect the beliefs of the student-teachers in this study.…”

Section: Integrate Technology In the Classroom Activitiessupporting

confidence: 64%

Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia

Kassing¹

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<p>Students’ motivation in an English as a Foreign Language (EFL) classroom is affected by their perceptions of the teaching strategies used. These perceptions are influenced by the context in which they learn. This study aims to explore both tertiary students’ and their lecturers’ perceptions of teaching strategies that both groups consider impact on students’ motivation in learning EFL in an eastern region of Indonesia. This study used a qualitative research methodology. The case was composed of one cohort of student-teachers and their EFL lecturers in one Teacher Training and Education Faculty of one private university in the area of Sulawesi Island of Indonesia. The data were collected from semi-structured individual interviews with EFL (English as a Foreign Language) lecturers and focus groups with student- teachers. Both the lecturers and the student-teachers agreed that creating and maintaining relationships was a highly effective strategy to motivate students in an EFL classroom. However, the findings also showed that the two groups of participants put different values on the teaching strategies employed by EFL lecturers in this context. The study also found that some EFL lecturers were not aware of how some of the strategies that they used in teaching English impacted on their learners’ motivation. Lecturers’ time commitments outside this university proved to be a significant challenge in maximizing the use of some motivational teaching strategies in teaching English. These findings raise implications for lecturers’ practice. By being more aware of how students view specific teaching strategies in the EFL classroom, teachers can enhance students’ motivation, by generating, maintaining and building on initial motivation.</p>

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“…Fostering collaboration and community is a strategy to sustain students' motivations in online courses. Teachers are encouraged to incorporate technology in the UDL design cycle to enrich any learning environment and ensure the success of all learners (Castleberry & Evers, 2010, Coyne et al, 2012, Lock et al, 2016Rao & Meo, 2016).…”

Section: Survey To Provide Options For Sustaining Efforts and Persist...mentioning

confidence: 99%

Expanding Online Professional Learning in the Post-COVID Era: The Potential of the Universal Design for Learning Framework

Kim¹,

Olesova²

2022

JAID

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Teaching and learning in higher education have dramatically changed during the COVID-19 pandemic. The global health crisis has forced faculty to experiment with virtual teaching in a short amount of time, and students were compelled to learn online. While online instruction during COVID-19 is considered contingent-based virtual instruction, it would be most likely that online courses would be part of the instruction modalities in the post-COVID era. In this article, we document the process of creating an asynchronous online course swiftly, guided by the Universal Design for Learning (UDL) framework. It sheds light on the value of the UDL to expedite the scaleup of online professional learning while sustaining student interaction and engagement.

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Incorporate Technology Into the Modern Language Classroom

Cited by 8 publications

References 1 publication

Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education

Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education

Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia

Expanding Online Professional Learning in the Post-COVID Era: The Potential of the Universal Design for Learning Framework

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