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Wong, Melanie Mun Wai

Turbill (2003) describes how some principals have "lamented that in spite of each classroom in their schools having at least one computer, teachers of the early years in particular, were reluctant, even resistant, to the integration of computers into their literacy curriculum" (p. 256). The growing resistance towards technology has motivated the writing of this paper. This graduating paper focuses on English as a Second Language (ESL) content reading vocabulary, technology and SMARTboards. As it was discovered in the literature, there is an overwhelming need for teachers, who teach ESL, to reevaluate the way they instruct their ESL students in reading. Research indicates that students need to be intentionally taught vocabulary (Kern, 1989 ; Laufer, 2003 ; Gunderson, 2009). "Both English and information technology are tools-to-allow individuals to participate fully in society" (Warshcauer, 2002, p. 456). One tool that can be used in the classroom is a SMARTboard. The literature surrounding Interactive Whiteboards has indicated that students have a positive perception of them (Beeland, 2002 ; Schut, 2007, ; Hall & Higgins, 2005). This paper explores the possibilities of using SMARTboards of teach content reading vocabulary in an academic core subject.

Text

University of British Columbia. LLED 590

Vancouver : University of British Columbia Library

10.14288/1.0078052

Education, Faculty of; Language and Literacy Education (LLED), Department of

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