Research
My research interests are centered on the
integration of emergent technologies for learning STEM or English language
learning, mostly at the k-12 level. I believe these topics are very important
and relevant to the 21st century workplace that educators and
researchers should take the time and effort to improve the students’ learning
experience for those subjects, because all are equally important to help
students succeed in school and prepare adequately for their future careers. Learning
language is relevant and necessary for STEM learning, because the learner
cannot master STEM topics before acquiring the appropriate academic language.
Learning language is relevant and necessary for learning STEM and it should not be neglected. Language allows students express their opinions, interchange ideas, collaborate with their peers, negotiate situations, construct knowledge and acquire information about other subject matter content, such as: Science, Mathematics, Engineering or Mathematics. Getting learners interested in STEM is one of the priorities of the Obama administration, but for the students with limited English skills or for many English language learners (ELLs) this cannot happen before they acquire the appropriate academic language to understand new information or topics presented. I am interested in researching ways to improve STEM learning for ELLs and also to improve teachers’ professional development in this area.
The use of emergent technologies, virtual environments, and serious games can motivate any students learning STEM topics and English language, but also I am interested in using them for learning, because those technologies promote students’ creativity, problem-solving, collaboration and innovation.
PUBLICATIONS AND CONFERENCE PRESENTATIONS
-Olesova, L., & Garcia de Hurtado, B. (2015). Technology for English Language Learners. In de Oliveira, L. & Yough, M. (Eds.), Preparing Teachers to Work with English Language Learners in Mainstream Classrooms: Issues for Professional Development. Information Age Publishing (In Press).
-Ruggiero, D., Garcia de Hurtado, B., and Watson, W. R. (2013). Juvenile offenders: Developing motivation, engagement, and meaning-making through video game creation. International Journal of Game-Based Learning. (In Press).
-Yang, S., Cheng, L., Garcia de Hurtado, B., and Besser, E. (2014). Supporting Oral Narrative Development of Preschool English Language Learners Using Multimedia Stories: A Case Study. Paper will be presented at American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA, 2014.
-Ruggiero, D., Kozan, K., and Garcia de Hurtado, B. (2012). Developing motivation and engagement in juvenile offenders through video game creation interventions. Poster presentation at the 2012 Association for Educational Communications and Technology National Convention (pp. 91). Louisville, KY: AECT 2012.
-Boots, N., Tafur, M., Carr, R.L., Strobel, J., et al. (2012). Design Fixation and Cooperative Learning Strategies in Elementary Engineering Education. Paper presented in Paper Session: Exploring Processes, Philosophies, Impediments and Connections in Design and Technology at 2012 Annual Meeting of the American Educational Research Association (AERA). Vancouver, CA.
-Barneveld, A. V., Berkopes, K., Choi, J. H., Ertmer, P.A., Fang, J., Garcia de Hurtado, B., Harris, C., Lee, Y., Liu, W., Pan, C. Strobel, J., Weber, N., Yu, J.H. *authors in alphabetical order. (April 2011). Participatory Game Design to Teach First-Year Engineering Students Career Relevant Competencies. Paper presented at American Educational Research Association (AERA) Annual Meeting, New Orleans, LA, 2011.
-Belland, B. R., Vaithinathan, V., Garcia, B., & Huang W. (2007). Collaborative and sustainable instructional design model for service learning. Paper Presented at the 2007 Association for Educational Communications and Technology National Convention (pp. 35-41). Anaheim, CA: AECT 2007.
Learning language is relevant and necessary for learning STEM and it should not be neglected. Language allows students express their opinions, interchange ideas, collaborate with their peers, negotiate situations, construct knowledge and acquire information about other subject matter content, such as: Science, Mathematics, Engineering or Mathematics. Getting learners interested in STEM is one of the priorities of the Obama administration, but for the students with limited English skills or for many English language learners (ELLs) this cannot happen before they acquire the appropriate academic language to understand new information or topics presented. I am interested in researching ways to improve STEM learning for ELLs and also to improve teachers’ professional development in this area.
The use of emergent technologies, virtual environments, and serious games can motivate any students learning STEM topics and English language, but also I am interested in using them for learning, because those technologies promote students’ creativity, problem-solving, collaboration and innovation.
PUBLICATIONS AND CONFERENCE PRESENTATIONS
-Olesova, L., & Garcia de Hurtado, B. (2015). Technology for English Language Learners. In de Oliveira, L. & Yough, M. (Eds.), Preparing Teachers to Work with English Language Learners in Mainstream Classrooms: Issues for Professional Development. Information Age Publishing (In Press).
-Ruggiero, D., Garcia de Hurtado, B., and Watson, W. R. (2013). Juvenile offenders: Developing motivation, engagement, and meaning-making through video game creation. International Journal of Game-Based Learning. (In Press).
-Yang, S., Cheng, L., Garcia de Hurtado, B., and Besser, E. (2014). Supporting Oral Narrative Development of Preschool English Language Learners Using Multimedia Stories: A Case Study. Paper will be presented at American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA, 2014.
-Ruggiero, D., Kozan, K., and Garcia de Hurtado, B. (2012). Developing motivation and engagement in juvenile offenders through video game creation interventions. Poster presentation at the 2012 Association for Educational Communications and Technology National Convention (pp. 91). Louisville, KY: AECT 2012.
-Boots, N., Tafur, M., Carr, R.L., Strobel, J., et al. (2012). Design Fixation and Cooperative Learning Strategies in Elementary Engineering Education. Paper presented in Paper Session: Exploring Processes, Philosophies, Impediments and Connections in Design and Technology at 2012 Annual Meeting of the American Educational Research Association (AERA). Vancouver, CA.
-Barneveld, A. V., Berkopes, K., Choi, J. H., Ertmer, P.A., Fang, J., Garcia de Hurtado, B., Harris, C., Lee, Y., Liu, W., Pan, C. Strobel, J., Weber, N., Yu, J.H. *authors in alphabetical order. (April 2011). Participatory Game Design to Teach First-Year Engineering Students Career Relevant Competencies. Paper presented at American Educational Research Association (AERA) Annual Meeting, New Orleans, LA, 2011.
-Belland, B. R., Vaithinathan, V., Garcia, B., & Huang W. (2007). Collaborative and sustainable instructional design model for service learning. Paper Presented at the 2007 Association for Educational Communications and Technology National Convention (pp. 35-41). Anaheim, CA: AECT 2007.