In a bilingual elementary classroom, effectively implementing scaffolding and translanguaging is essential for growing the students' linguistic repertoire while promoting bilingualism. This presentation demonstrates ways in which students can be encouraged to actively participate in a bilingual classroom setting. Scaffolding explains how the Zone of Proximal Development is associated with language acquisition, where it can be applied to a student's learning environment. Translanguaging discussion circles and oral and digital storytelling create safe spaces for students to share about themselves in ways they feel comfortable doing so, such as using their home language while continuing to grow their classroom target languages.
How can we afford to build digital literacy when students are learning basic English literacy? While skipping digital literacy in beginner adult education programs may seem reasonable, students need these skills for future success. We can build the plane and fly at the same time by using traditional literacy and digital literacy in tandem. This poster session will show example lesson plans for how to reinforce beginner literacy learning outcomes with digital literacy skills. Teachers will walk away with ideas and materials.
This study aims to examine the perceptions of Korean pre-service elementary school teachers about education using technology on the basis of their self-efficacy and the challenges they may face when during the class. For this, 120 participants completed a survey including twenty closed-ended questions and one open-ended question. It was found that overall, the participants seem to feel comfortable in using technology in classrooms while they are not confident to appropriately use computer terminology and to evaluate proper software for teaching and learning. Concerning challenges, teacher-related, students-related, and other types of difficulties including technical issues were explored.
