Introspection & Reflection

Elevator Pitch – Fall 2015

My first semester as a Ph.D. student at Central Michigan University is in the books.  (Pun intended.) At the beginning of the semester, I thought I knew quite a bit about using technology in the classroom.  Now, I realize that I really did not know very much at all.  At the beginning of the semester, reading research articles was very time-consuming.  I read slowly and had to read and reread some parts just to get a basic understanding of the topic of the article.  It is like learning to play an instrument!  Now, that I have been practicing for a semester I am faster and better at it.  I am sure that I will get even better and faster as I progress through the program.

Where am I in this journey now?  Here is a 2 minute ‘elevator pitch’ about where I am now, as well as three possible research questions to explore. Be warned:  this is my first attempt at writing research questions…

References

Brown, J. (2014). Teachers ’ Stances on Cell Phones in the ESL Classroom : Toward a “ Theoretical ” Framework, 31(2), 67–78.

Compton-Lilly, C. F. (2009). What Can New Literacy Studies Offer to the Teaching of Struggling Readers? The Reading Teacher, 63(1), 88–90.

Curtis, M. B., Gregg, N., Hall, T. E., & Scanlon, D. (2012). Just write!, (February).

English Language Learners Program. (2014). Retrieved December 17, 2015, from Michigan Department of Education.

Gamrat, C., Zimmerman, H. T., Dudek, J., & Peck, K. (n.d.). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program.

Gee, J. P. (2008). Cats and portals-Video games, learning, and play. American Journal of Play, 1(2), 229–245.

Gee, J. P. (2008). Learning and games. The Ecology of Games: Connecting Youth, Games, and Learning, 21–40.

Gee, J. P. (2010). A situated-sociocultural approach to literacy and technology. The new literacies: Multiple perspectives on research and practice, 165-193.

Huh, K., & Egbert, J. (2010). +1 Does Not Always Equal 2: Exploring Creativity, Language Learning, and Technology- Mediated Field Experience. 206 TESOL Journal, 1(2).

Kehoe, A., & Goudzwaard, M. (2015). ePortfolios, Badges, and the Whole Digital Self: How Evidence-Based Learning Pedagogies and Technologies Can Support Integrative Learning and Identity Development. Theory Into Practice, 5841(November), 1–18.

, P. J., & Aizawa, K. (2004). Cell phones in task based learning – Are cell phones useful language learning tools? ReCALL, 16(01), 71–84.

Lee, K., & Ranta, L. (2014). Facebook: Facilitating Social Access and Language Acquisition for International Students? Tesl Canada Journal, 31(2), 22–50.

Mills, K. A. (2009). Multiliteracies: interrogating competing discourses. Language and Education, 23(2), 103–116.

Mills, K. a. (2010). A Review of the “Digital Turn” in the New Literacy Studies. Review of Educational Research, 80(2), 246–271.

Nakamaru, S. (2012). Investment and Return: Wiki Engagement in a “Remedial” ESL Writing Course. Journal of Research on Technology in Education Summer, 44(4).

Roblyer M. D. (2005). Educational Technology Research That Makes a Difference: Series Introduction. Contemporary Issues in Technology and Teacher Education, 5(2), 192 – 201. Retrieved from

Wu, W. C. V, Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Educational Technology and Society, 14(3), 118–129.

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