Technology Integration in English as Second Language Curriculum Through Professional Development

A major finding indicates a significant relationship between the type of professional development activities and teachers' and lead teachers' self-reported level of technology integration into their ESL curriculum at the practical level. One derivate conclusion is that ESL teachers in Chicago Public Schools participated in professional development activities that addressed their professional needs. The primary recommendation of this study is to enhance current professional development activities in CPS to include ESL teachers' input, among other components that play a decisive role in the level of technology integration into the ESL curriculum.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Sariol, Ruben

Contributors dc:contributor

• Cheryl Davis Bullock

• Education, Teacher Training

Language dc:language

eng

Identifier

(MiAaPQ)AAI3202167

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79891