NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1061347
Record Type: Journal
Publication Date: 2015-Apr
Pages: 25
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1055-8896
A Pedagogical Framework for Technology Integration in ESL Classrooms: The Promises and Challenges of Integration
Yang, Sha; Walker, Victoria
Journal of Educational Multimedia and Hypermedia, v24 n2 p179-203 Apr 2015
Technologies have the potential to support language teaching and learning, but English as a Second Language (ESL) teachers in the United States (U.S.) either sparingly use technologies for instruction or use them at low level. Although previous research has indicated some promises and challenges faced by U.S. ESL teachers with integrating technology in their ESL classrooms, those promises and challenges are incomplete and thus only partially reveal what actually support and what inhibit their technology integration. To solve this problem, the purpose of this paper is to critically analyze the promises, as well as the challenges, for ESL teachers to integrate technology in the U.S. K-12 classroom. Based on research about technology-enhanced ESL instruction, Kim, Hannafin, and Bryan's (2007) pedagogical framework for technology integration was adapted to the ESL context. Grounded in the modified framework, the promises and challenges associated with ESL teachers' use of technology were discussed within each of the three interrelated contexts: (a) the macrocontext (systemic reform and educational standards); (b) teacher community and professional development; (c) the microcontext (technology-supported ESL class). Future research directions within each context were also suggested.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A