Teacher Candidtates Working with Digital Technologies to Support Multilingual Students in Asset-Based Ways

Abstract

This article demonstrates how the digital technologies of video recordings and webcams in a virtual learning after school program made it possible for teacher candidates to practice and reflect on asset-based pedagogies for multilingual students. Implications to engage teacher candidates in asset-based pedagogies in virtual science and engineering programming are discussed. The authors invite teacher educators to consider how the potentials of video recordings and webcams can be extended to other content areas and in-person teaching.