Friday, November 13
(EDUC 3025, School of Education)

Sustaining long term collaboration between English-as-a-Second Language and Content Area Teachers

Faridah Pawan, Ph.D., Associate Professor & Jeremy Ortloff, Ph.D. Candidate

The collaboration between ESL teachers and content area teachers is a timely subject. The current research investigates ESL and Content Area teacher collaboration two years after the two sets of teachers experience a sustained (year-long), embedded (online and onsite) and joint professional development program in the instruction of ELL via the Collaborative Teaching Institute*. We wanted to find out the different ways collaboration is sustained or challenged in our participants' schools. Our purpose was to see how else we could continue to support the teachers and to study the impact of our program on teacher collaboration.

Teaching in a technological society: Beliefs, barriers, and competencies of teacher educators

Nicholas Husbye, Ph.D. Student; Anne Agatha Elsener, Ph.D. Candidate; & Julie Rust, Ph.D. Student

By engaging fourteen university instructors of pre-service teachers in a survey and six in in-depth interviews about their technological life and analyzing syllabuses from teacher preparation coursework, researchers explored beliefs, barriers, and competencies in regards to technology use and integration into literacy methods courses. Five themes emerged from findings: classroom technology use , technology barriers, personal technology use, perception of student technology use, and shifts in philosophical and pedagogical understandings of technology. Researchers conclude by questioning how universities can best support the shift from using technology peripherally to making technology integration and the fostering of digital literacies central to curriculum.

I do not know what it would be like to be poor: A journey of learning about Korean 6th graders' understanding of poverty

Seonmin Huh, Ph.D. Candidate

In this presentation I look at how three Korean 6th graders are engaged in critical literacy practices about poverty. The students are from economically affluent backgrounds and perceive poverty as "lazy individuals' problems." To make sense of students' resistance, I tracked their transnational identity, an identity that demonstrates their movement across imagined and actual, local spaces (Appadurai, 1996). Gee's (1999) world building also helped me understand how students' identities of upper-middle class background influence their construction of the world. I will discuss how the students understood their own values and beliefs across different spaces.

19th SLED Symposium Team

• Hsiao-Chun Sandra Huang, SLED 19 committee chair
• Jaehan Park, SLED 19 committee member
• Naoko Ozaki, SLED 19 committee member
• Kwanjira Chatpunnarangsee, SLED 19 committee member
• Candace Kuby, SLED 19 committee member