You must then post two replies of at least 200 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week with the exception of Module 8: Week 8, which is due on Friday. For each thread, you must support your assertions with at least two scholarly citations in addition to the Bible in current APA format. Any sources used in replies must also be referenced in current APA format. First-person is allowed in your posts
UNIT4DISCUSSIONRESPONSES.docx
DiscussionAssignmentInstructions-2024-04-10T180102.613.docx
Week. You must then post two replies of at least 200 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week with the exception of Module 8: Week 8, which is due on Friday. For each thread, you must support your assertions with at least two scholarly citations in addition to the Bible in current APA format. Any sources used in replies must also be referenced in current APA format. First-person is allowed in your posts.
PLEASE MAKE A RESPONSE TO THE FOLLOWING TWO DISCUSSIONS:
DISCUSSION #1:
WRITER: Cassandra
My topic is the impact of teacher preparation programs (TPPs) on teacher attrition. I aim to investigate if TPPs better prepare teachers for the career field thus leading to less teacher attrition. TPPs are collegiate-based programs created to instruct and train individuals to become teachers. Not all programs are alike because programs are not required to align with state education agencies (Stevenson, 2020). Understanding the differences between instructional-based programs versus clinical-based programs could offer insight into which teachers feel better prepared for teaching and a greater sense of self-efficacy.
I selected this topic because of my current position. I am a “Master Teacher” in a Turnaround Title I Florida school. One half of my job description is to teach a part-time schedule while the other half is to train and coach teachers. My department has seen significant attrition this year losing seven teachers. All of these individuals have come from various backgrounds leading me to question what makes people better suited to teach. I completed a TPP eleven years ago with a clinical focus and wondered how that experience impacted my ability to teach.
This topic is a part of a larger picture as teacher shortages are rising in many parts of the country. There are obvious reasons such as lack of pay, lack of support from administration and parents, and less autonomy in the classroom but I believe the profession needs to address how preparation for the classroom impacts shortages. Many states are lowering their requirements for obtaining a teaching license to address the shortage. For example, Florida permits military veterans to obtain a 5-year temporary license without a college degree (they must have a 2.5 GPA and pass the content area exam) (Will, 2022). However, these individuals enter the classroom without training and often feel overwhelmed. I believe understanding the best practices being implemented in TPPs can be utilized as blueprints for training teachers coming into education from alternative pathways.
A second note of importance is aligning TPPs at the state level to provide courses and clinical experiences that directly reflect what teachers need in the classroom. Many teachers cite that they do not feel they received adequate instruction and practice in classroom and behavior management techniques (Stevenson, 2020). This is one of the most cited reasons for teachers leaving the classroom. A critical analysis of the types of instruction universities offer will begin a conversation about standardizing programs helping to create confident teachers and build the career field.
From a biblical worldview perspective, I feel that Proverbs 24:27 best explains my perspective. Proverbs 24:27 states, “Prepare your work outside; get everything ready for yourself in the field, and after that build your house” (New International Version, n.d., Proverbs 24:27). This scripture emphasizes the importance of planning and preparation before taking on an endeavor. Similar to teaching, one must take part in significant planning and preparation to become a teacher. One cannot do something well without putting in concentrated effort. After proper attention is given to planning and preparation, a preservice teacher can begin the process of transitioning into the classroom and becoming effective.
New International Version. (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=Proverbs+24%3A27&version=NIVLinks to an external site.
Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of teacher education and the need for classroom behavior management skills. Education & Treatment of Children, 43(4), 393-404. Links to an external site.https://doi.org/10.1007/s43494-020-00031-1Links to an external site.
Will, M. (2022, August 3). States crack open the door to teachers without college degrees. Education Week. https://www.edweek.org/teaching-learning/states-crack-open-the-door-to-teachers-without-college-degrees/2022/08
DISCUSSION #2
WRITER: BONNIE
I am researching the impact of educational technology on the achievement of English language learners. I chose this topic because I am an K-3 ELL teacher and I always look for ways to improve my teaching and my students’ learning outcomes. I’ve noticed that my students pay attention better and are more engaged when I include a video, digital game, or iPad activity. Recently, I attended an Apple teacher workshop led by Katie Gardner, an ELL teacher in North Carolina. She used iPads for student learning journals, listening and speaking practice, vocabulary review, and critical thinking activities (K. Gardner, personal communication, February 26, 2024).Gardner’s students were kindergarteners, but their level of engagement and independence was truly amazing. I was very inspired by her ideas, and her students’ joy in using technology to practice English and demonstrate their learning. I hope to add more hands-on technology into my lessons in the future.
Technology in an English language classroom takes on many forms including visual vocabulary presentations, interactive grammar lessons, quiz-show style review games, translated discussions between partners, and video story retells. Our school has 1 to 1 devices (iPads), so the children have apps to practice their academic skills and have access to many tools that help them to understand the content better. My research thus far indicates a positive effect in writing, vocabulary, speaking, and reading when technology is used with language learners. (Abu Al-majd & Bolton, 2024). Technology use during English lessons had the largest effect on writing (Lee et al., 2020). Using technology is especially beneficial to our dually identified students with disabilities (Al-Maashani & Abdulhakim Mudhsh, 2023). Additional side benefits to technology use include higher “academic buoyancy” (believing in your own ability to learn) and more creativity (Abu Al-majd & Belton, 2024).
With so much data in favor of the use of technology, it is also important to think critically about its use. We all know that the internet is full of misinformation, predators, thieves, and others with evil intent. Christian educators, especially, need to use discernment to decide when and how to best use technology. There needs to be a purpose to every tool and program we introduce to our students, and everything should be chosen with the goal of glorifying God (King et.all, 2022). Technology is constantly changing, and many educators feel overwhelmed by all of the devices, programs, and policies to learn. They often feel that they don’t have adequate knowledge or training when it comes to choosing and using technology effectively (Ponnaiah & Abdul Aziz, 2022). When teachers receive professional development, see clear examples of how to use tools, and know that the technology is beneficial for students, the outcomes are worth the time spent planning.
Since the Tower of Babel, humans have been divided by language and culture, but Revelations tells us that people from every culture will be present in Heaven. “After this I looked, and there before me was a great multitude that no one could count, from every nation, tribe, people and language, standing before the throne and before the Lamb. They were wearing white robes and were holding palm branches in their hands. And they cried out in a loud voice: “Salvation belongs to our God, who sits on the throne, and to the Lamb.” (Holy Bible : New International Version., 1973/2011, Revelation 7:9-10). Although language is not a barrier to a relationship with Christ, not understanding the language of the people around one can lead to isolation, frustration, and fear.
English language teachers have many responsibilities: to teach English in the context of grade-level content, to help students adjust to a new culture, to give kids a voice, and to make sure that they don’t lose their unique identities in the process. If technology is a way to connect our students to the learning they need and crave, it is our responsibility to learn how to use it effectively to promote learning.
References:
Abu Al-majd, O., & Belton, B. (2024). Which one? Technology or non-technology-assisted vocabulary learning: a probe into the state of academic buoyancy, creativity, and academic achievement. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 41. https://doi.org/10.1186/s40862-024-00262-4Links to an external site.
Al-Maashani, S., & Abdulhakim Mudhsh, B. (2023). Educational and Instructional Technology in EFL/ESL Classrooms: A Literature Review. International Journal of Language and Literary Studies, 5(2), 292–304. https://doi.org/10.36892/ijlls.v5i2.1347Links to an external site.
Holy Bible : New international version. (2011). Zondervan. (Original work published 1973)
King, R. J., Schoenleber, C., & Mack, D. (2022). Best Practices and Biblical Worldview for Technology Integration. International Christian Community of Teacher Educators Journal, 17(2). https://doi.org/10.55221/1932-7846.1295Links to an external site.
Lee, S., Kuo, L.-J., Xu, Z., & Hu, X. (2020). The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis. Computer Assisted Language Learning, 1–32. https://doi.org/10.1080/09588221.2020.1774612Links to an external site.
Ponnaiah, P., & Abdul Aziz, A. (2022). The Effectiveness of the Use of Technology in a Primary ESL Classroom: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 11(2). https://doi.org/10.6007/ijarped/v11-i2/12275Links to an external site
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EDUC 701
Discussion Assignment Instructions
You will complete two Discussions in this course. For each Discussion, you will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post two replies of at least 200 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week with the exception of Module 8: Week 8, which is due on Friday. For each thread, you must support your assertions with at least two scholarly citations in addition to the Bible in current APA format. Any sources used in replies must also be referenced in current APA format. First-person is allowed in your posts.
For your replies, note that responses such as “I like what you said,” “That is a good comment,” and “I disagree with your comment” do not count as complete replies in and of themselves. Rather, state why you liked or disliked a peer’s thread, present additional thoughts or ideas, and provide alternative ideas/thoughts when you disagree. Courtesy in any disagreement is expected; however, you are expected to know and maintain proper online etiquette as outlined on the Student Expectations page in the Course Overview.
One of the goals of the Discussions is to encourage student community learning; thus, not every Discussion will have a comment from the instructor. Rather, the instructor will respond to a few posts in a way that adds to the conversation, asks a pertinent question, or summarizes some of the key points made by yourself or a classmate. Note that deadlines and other guidelines are meant to encourage optimal dialogue and demonstration of critical thought.
See the Discussion Grading Rubric for further details.
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