If you read my last blog post, Survey Design, you are familiar with the exploration of my wicked problem, “How can I build technology skills for Emergent Bilingual Students?” Over the course of a week, I have been collecting data from colleagues within the MAET program as well as teachers in Chicago Public Schools on their input and experiences with technology and Emergent Bilingual Students (EBS). The goal of the survey is to inform discussion on building technology skills. Check out my multimodal presentation below which reflects my data analysis and research relating to my wicked problem!
Wicked problems are extremely complex and like most wicked problems, the possible solutions are difficult or often impossible to solve. Oftentimes, one wicked problem may lead to another wicked problem. During this process, I realized another wicked problem relates to educating families in navigating technology as well.
Data from my survey also provided me with direction in educating ALL families who may need extra support not just EB families. As mentioned in my presentation, Holstrom (2013) states new technology knowledge trickles down to peers and family and we can attempt to make change by educating families.
Therefore, I believe my custom Family Technology Workshop Survey is a starting point in tackling my wicked problem by addressing the need to educate families as well. This creation will allow me to evaluate what families need as well as building upon what they already know. I hope my wicked problem has inspired you to consider different ways to build upon technology skills not only among Emergent Bilingual families and students, but anyone who may need support in your school community.
References:
DeVoursney J. (2020). My WWP. [video]. Youtube. https://youtu.be/N7yPHMg8GYY DeVoursney J. (2020). WWP Intro. [video]. DeVoursney J. (2020). WWP Closing. [video]. Holstrom L. (2003). Eliminating Barriers for All E-Learners. Educational Technology, 43(6), 61-62. www.jstor.org/stable/44428866 Milton J & Garbi A. (2000). VIRLAN: Collaborative Foreign Language Learning on the Internet for Primary Age Children: Problems and a Solution. Journal of Educational Technology & Society. www.jstor.org/stable/jeductechsoci.3.3.286 Sungyoon Lee, Li-Jen Kuo, Zhihong Xu & Xueyan Hu. (2020). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis.Computer Assisted Language Learning. https://www-tandfonline-com.proxy2.cl.msu.edu/toc/ncal20/current All images used in presentation are licensed under Creative Commons with a CC BY-SA 2.0 license.
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