東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Technologies, Pedagogies, and Ecolog...

Andrews, Kendra Lea.

FindBook

Google Book

Amazon

博客來

Technologies, Pedagogies, and Ecologies: First-Year Writing Faculty's Attitudes toward Technology and Technological Uptake in the Composition Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technologies, Pedagogies, and Ecologies: First-Year Writing Faculty's Attitudes toward Technology and Technological Uptake in the Composition Classroom./
作者:	Andrews, Kendra Lea.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	294 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27529131
ISBN:	9781085646253

Technologies, Pedagogies, and Ecologies: First-Year Writing Faculty's Attitudes toward Technology and Technological Uptake in the Composition Classroom.
Andrews, Kendra Lea.

Technologies, Pedagogies, and Ecologies: First-Year Writing Faculty's Attitudes toward Technology and Technological Uptake in the Composition Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 294 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2019.

This item must not be sold to any third party vendors.

The rapid advancement, proliferation, and adoption of technology in the modern era have fostered great sociocultural changes including shifts in educational systems, and this dissertation aims to locate the contemporary forces that shape teachers' attitudes toward technology and their uptake of instructional technologies in their classrooms. Specifically, this project follows a mixed methods approach that is grounded in ecological theory, and it explores the attitudes, beliefs, and pedagogies of writing faculty at public universities in North Carolina as a way to complicate and better understand the complex decisions that teachers make concerning their use of technology in the composition classroom. To account for the complexity of teachers, their attitudes, and their decisions to use instructional technology in the writing classroom, this dissertation explores writing faculty's adoption of technology at the historical, sociocultural, institutional, programmatic, and individual levels. Situating teachers' technology decisions within an ecology of forces provides a dynamic, complex, and emergent model that allows more flexibility in understanding how technology interacts with/in teachers, their practices, and their ideologies. The project is framed within contemporary composition pedagogy; however, the histories of technology integration initiatives and specific composition technologies reveal the invisible ideologies and lived experiences that influence the decisions many teachers make. The multifaceted research design includes an empirical survey that quantitatively and qualitatively assessed writing faculty in terms of background, personal beliefs about technology, their university and program cultures, the material conditions for their teaching, and their experiences teaching with technology. The survey data suggested that writing instructors in the sample population were influenced by their own subjectivity, cultural mythologies about technology, labor conditions including resources, their pedagogical beliefs, and their attitudes toward technology. In the specific case study at NC State University, the "dominant discourse of technology" (Barton, 1994), the material conditions, and the labor conditions were all important influences on their decisions to use technology in their courses. To serve as a model for future ecological work with technology integration, a four-part preliminary strategy for writing faculty support during technology integration at NC State University is included. By mapping the complex ecology of factors that influence teachers' decisions about the uptake of digital technologies in the classroom, this dissertation offers a more nuanced understanding of the myriad influences on a teacher's decision-making process about technology integration, and it provides greater insight into twenty-first century writing, literacy, and making meaning in the world.

ISBN: 9781085646253Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Writing pedagogy

Technologies, Pedagogies, and Ecologies: First-Year Writing Faculty's Attitudes toward Technology and Technological Uptake in the Composition Classroom.
LDR:04180nmm a2200349 4500 001 2274426
005 20201202125018.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781085646253
035 $a (MiAaPQ)AAI27529131
035 $a (MiAaPQ)NCState_Univ18402036841
035 $a AAI27529131
040 $a MiAaPQ $c MiAaPQ
100 1 $a Andrews, Kendra Lea. $3 3551914
245 1 0 $a Technologies, Pedagogies, and Ecologies: First-Year Writing Faculty's Attitudes toward Technology and Technological Uptake in the Composition Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 294 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500 $a Advisor: Young, Carl;Taylor, Nicholas;Fedukovich, Casie;Duggins, Jonathan;Anson, Christopher.
502 $a Thesis (Ph.D.)--North Carolina State University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The rapid advancement, proliferation, and adoption of technology in the modern era have fostered great sociocultural changes including shifts in educational systems, and this dissertation aims to locate the contemporary forces that shape teachers' attitudes toward technology and their uptake of instructional technologies in their classrooms. Specifically, this project follows a mixed methods approach that is grounded in ecological theory, and it explores the attitudes, beliefs, and pedagogies of writing faculty at public universities in North Carolina as a way to complicate and better understand the complex decisions that teachers make concerning their use of technology in the composition classroom. To account for the complexity of teachers, their attitudes, and their decisions to use instructional technology in the writing classroom, this dissertation explores writing faculty's adoption of technology at the historical, sociocultural, institutional, programmatic, and individual levels. Situating teachers' technology decisions within an ecology of forces provides a dynamic, complex, and emergent model that allows more flexibility in understanding how technology interacts with/in teachers, their practices, and their ideologies. The project is framed within contemporary composition pedagogy; however, the histories of technology integration initiatives and specific composition technologies reveal the invisible ideologies and lived experiences that influence the decisions many teachers make. The multifaceted research design includes an empirical survey that quantitatively and qualitatively assessed writing faculty in terms of background, personal beliefs about technology, their university and program cultures, the material conditions for their teaching, and their experiences teaching with technology. The survey data suggested that writing instructors in the sample population were influenced by their own subjectivity, cultural mythologies about technology, labor conditions including resources, their pedagogical beliefs, and their attitudes toward technology. In the specific case study at NC State University, the "dominant discourse of technology" (Barton, 1994), the material conditions, and the labor conditions were all important influences on their decisions to use technology in their courses. To serve as a model for future ecological work with technology integration, a four-part preliminary strategy for writing faculty support during technology integration at NC State University is included. By mapping the complex ecology of factors that influence teachers' decisions about the uptake of digital technologies in the classroom, this dissertation offers a more nuanced understanding of the myriad influences on a teacher's decision-making process about technology integration, and it provides greater insight into twenty-first century writing, literacy, and making meaning in the world.
590 $a School code: 0155.
650 4 $a Pedagogy. $3 2122828
650 4 $a Educational technology. $3 517670
650 4 $a Language arts. $3 532624
650 4 $a Instructional design. $3 3172279
653 $a Writing pedagogy
690 $a 0279
690 $a 0456
690 $a 0710
690 $a 0447
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 81-03A.
790 $a 0155
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27529131