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Urban English Language Arts Teachers...

Abbas, Bridget,

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Urban English Language Arts Teachers' Stories of Technology Use: A Narrative Inquiry /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Urban English Language Arts Teachers' Stories of Technology Use: A Narrative Inquiry // Bridget Abbas.
作者:	Abbas, Bridget,
面頁冊數:	1 electronic resource (239 pages)
附註:	Source: Dissertations Abstracts International, Volume: 78-02, Section: A.
Contained By:	Dissertations Abstracts International78-02A.
標題:	Language arts. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10147527
ISBN:	9781369027525

Urban English Language Arts Teachers' Stories of Technology Use: A Narrative Inquiry /
Abbas, Bridget,

Urban English Language Arts Teachers' Stories of Technology Use: A Narrative Inquiry /Bridget Abbas. - 1 electronic resource (239 pages)

Source: Dissertations Abstracts International, Volume: 78-02, Section: A.

Technology use in high-minority, low-income middle school ELA classrooms is defined by traditional instructional practices (Applebee & Langer, 2013; Attewell, 2001; Boser, 2013; Cuban, 2001; Lankshear & Knobel, 2008), barriers to access (O'Dwyer et al., 2005; Purcell et al., 2013; Warschauer & Matuchniak, 2010), and inequalities in use (Banister & Reinhart, 2011; Beers, 2004; Gorski, 2009; Makinen, 2006; Powell, 2007; Reinhart et al., 2011; Dijk, 2003, 2006; Warschauer et al., 2004). This characterization, or grand narrative, of technology use is echoed and challenged by this narrative inquiry. Here the stories of two ELA teachers frequently using technology in instruction and working in a high-minority, low-income middle school are examined, guided by the following research puzzle: What might I learn about teaching with technology from two middle school ELA teachers utilizing technology in a high-minority, low-income school? In what ways might participants' stories mirror or differ from the grand narrative of technology use in high-minority, low-income middle schools? In what ways might this inquiry expand general knowledge of technology use in high-minority, low-income, middle-level classrooms? The resulting narratives are considered in terms of culturally responsive teaching (Delpit, 1994, 1995; Gay, 2000; Irvine, 2002; 2003; Ladson-Billings, 2006), digital literacy (Gilster, 1997; Knobel & Lankshear, 2006; Martin, 2008), and stage-environment fit theory (Eccles & Midgely, 1989; Eccles et al., 1993; Eccles & Roeser, 2011). Findings from this inquiry suggest technology increases engagement and is a distraction, technology makes teaching easier, and barriers hinder technology use.

English

ISBN: 9781369027525Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

Culturally responsive teaching

Urban English Language Arts Teachers' Stories of Technology Use: A Narrative Inquiry /
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