ABSTRACT
The purpose of this design-based research study was to provide a holistic perspective on the pedagogical and contextual factors of interactive mobile technology on English learners and investigate the theoretical potential of audio-video software interventions for second language acquisition. Specifically, the study explored current virtual technologies for 2nd through 5th grade English learners designed to model face to-face EL instruction due to the COVID-19 pandemic causing prolonged school closures. After evaluating three cycles of interventions founded on Stephen Krashen's and Lev Vygotsky's language learning theories and utilizing a teacher survey and researcher observations, the study identified an onslaught of key takeaways including the need for investment to establish necessary infrastructure, ed-tech policies and standards, and comprehensive pedagogical frameworks to effectively operationalize virtual learning curriculum and leverage best practices of interactive mobile technology. The study discusses the impact of the sudden shift to virtual contexts and provides suggestions for overcoming challenges in educational technology to move beyond surface levels of integration within the computer-assisted language learning contexts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The purpose of this design-based research study was to provide a holistic perspective on the pedagogical and contextual factors of interactive mobile technology on English learners and investigate the theoretical potential of audio-video software interventions for second language acquisition. Specifically, the study explored current virtual technologies for 2nd through 5th grade English learners designed to model face to-face EL instruction due to the COVID-19 pandemic causing prolonged school closures. After evaluating three cycles of interventions founded on Stephen Krashen's and Lev Vygotsky's language learning theories and utilizing a teacher survey and researcher observations, the study identified an onslaught of key takeaways including the need for investment to establish necessary infrastructure, ed-tech policies and standards, and comprehensive pedagogical frameworks to effectively operationalize virtual learning curriculum and leverage best practices of interactive mobile technology. The study discusses the impact of the sudden shift to virtual contexts and provides suggestions for overcoming challenges in educational technology to move beyond surface levels of integration within the computer-assisted language learning contexts. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Pregnant people are at increased risk of severe illness from SARS-CoV-2 infection and are more likely to be admitted to an intensive care unit, be put on a mechanical ventilator, and die, if infected. Having COVID-19 during pregnancy also increases the risk of preterm delivery. Vaccination is a critical tool for controlling the COVID-19 pandemic; however, to date, just over 30% of pregnant people in the United States have been vaccinated. It is important to identify any barriers to acceptance of the COVID-19 vaccine among the pregnant population so that specific hesitancy concerns can be addressed. Our objective was to identify the proportion of pregnant people who are unsure or not planning to be vaccinated against COVID-19 and collect information about their reasons for hesitancy. A questionnaire examining views on COVID-19 vaccine interest was administered to 299 pregnant people who contacted MotherToBaby 3/1/21-7/23/21. Questions obtained information about the perception of COVID-19 risk in pregnancy, interest in receiving a COVID-19 vaccine while pregnant, and reasons for acceptance or hesitancy. Within the sample, 21% had already been vaccinated against COVID-19, 43% were planning to get vaccinated, 9% were not planning to receive the vaccine, and 27% were undecided. Women who were not planning to get vaccinated and those that were undecided both said their concern was 'not enough safety information for pregnancy'. Individuals aged 18-25, those who made less than $50,000/year, and those who lived in the Northeast were more likely to be hesitant. Based on these data, continued efforts to collect and communicate high-quality and understandable information to pregnant people about vaccine safety should be a key priority in efforts to increase vaccine acceptance among this group.