Class
Article
Department
School of Teacher Education and Leadership
Faculty Mentor
Patricia Moyer-Packenham
Presentation Type
Poster Presentation
Abstract
This is a proposed study that will examine how preservice teachers develop awareness of design features and academic language features when choosing and evaluating digital math games for English language learners (ELLs). Thirty elementary preservice teachers will choose three digital math games for ELLs and evaluate them based on awareness of design features and academic language features. Participants will complete a pre- and post- belief survey, a pre- and post-evaluation rubric and participate in semi-structured interviews. The setting of this study is online and participants will use their personal devices to access content. This study will employ a convergent mixed methods design to synthesize results. This study will analyze both qualitative and quantitative data using descriptive and pattern coding, frequency tables, a Wilcoxon signed ranked test, and a narrative comparison. Descriptive and pattern coding will be used to find common themes among the open-ended items on the belief survey and evaluation rubric, and responses from the semi-structured interviews. Frequency tables will be used to summarize responses and provide an overview of participants as a whole. A Wilcoxon signed ranked test will be computed to compare pre-survey and post-survey responses. A narrative comparison will be used to compare how the qualitative and quantitative results converge or diverge. Presentation Time: Wednesday, 12-1 p.m.
Location
Logan, UT
Start Date
4-12-2021 12:00 AM
Included in
How Preservice Teachers' Awareness of Design Features and Academic Language Features Relates to Choosing and Evaluating Digital Math Games for English Language Learners
Logan, UT
This is a proposed study that will examine how preservice teachers develop awareness of design features and academic language features when choosing and evaluating digital math games for English language learners (ELLs). Thirty elementary preservice teachers will choose three digital math games for ELLs and evaluate them based on awareness of design features and academic language features. Participants will complete a pre- and post- belief survey, a pre- and post-evaluation rubric and participate in semi-structured interviews. The setting of this study is online and participants will use their personal devices to access content. This study will employ a convergent mixed methods design to synthesize results. This study will analyze both qualitative and quantitative data using descriptive and pattern coding, frequency tables, a Wilcoxon signed ranked test, and a narrative comparison. Descriptive and pattern coding will be used to find common themes among the open-ended items on the belief survey and evaluation rubric, and responses from the semi-structured interviews. Frequency tables will be used to summarize responses and provide an overview of participants as a whole. A Wilcoxon signed ranked test will be computed to compare pre-survey and post-survey responses. A narrative comparison will be used to compare how the qualitative and quantitative results converge or diverge. Presentation Time: Wednesday, 12-1 p.m.