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Secondary content area teachers spea...

Stolle, Elizabeth Joy Petroelje.

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Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices./
Author:	Stolle, Elizabeth Joy Petroelje.
Description:	214 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0970.
Contained By:	Dissertation Abstracts International68-03A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3258046

Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices.
Stolle, Elizabeth Joy Petroelje.

Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices. - 214 p.

Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0970.

Thesis (Ph.D.)--Arizona State University, 2007.

The purpose of this study was to share the details, complexities, contradictions, parallels, conceptualizations, and practices of secondary content area teachers' use of information and communication technologies (ICTs) to enhance literacy practices and learning. Specifically, the research questions were: How do English, Science, and Social Studies teachers conceptualize the impacts ICTs have on literacy practices and learning? What is the relationship between English, Science, and Social Studies teachers' conceptualizations and their use of ICTs in their everyday pedagogical practices to enhance literacy practices and learning? I used the notions of literacy as a social practice to frame the study and writing as a method of inquiry to analyze the teachers' conceptualizations and practices. Through observations and interviews, I learned the teachers' stories. Within these stories, four tensions emerged in regard to how the teachers negotiate between their conceptualizations and classroom practices: (1) access to ICTs adequate for the task; (2) sufficient levels of ICT knowledge for the task; (3) fear of the unknown; and (4) identification of who benefits form the ICTs and how these benefits can be determined. The conclusions, or major themes highlighted in the teachers' stories, are that: (a) technology seems to be an add-on to support well-established practices, (b) teachers cling to traditional literacy practices, (c) teachers take up and use ICTs and literacy for unique purposes based on their individual classroom contexts, and (d) teachers' tensions limit their ability to envision beyond what they currently see and do in regards to ICTs and literacy.Subjects--Topical Terms:

1017790
Education, Reading.

Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices.
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245 1 0 $a Secondary content area teachers speak about literacy and technology: Tensions, complexities, conceptualizations, and practices.
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500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0970.
502 $a Thesis (Ph.D.)--Arizona State University, 2007.
520 $a The purpose of this study was to share the details, complexities, contradictions, parallels, conceptualizations, and practices of secondary content area teachers' use of information and communication technologies (ICTs) to enhance literacy practices and learning. Specifically, the research questions were: How do English, Science, and Social Studies teachers conceptualize the impacts ICTs have on literacy practices and learning? What is the relationship between English, Science, and Social Studies teachers' conceptualizations and their use of ICTs in their everyday pedagogical practices to enhance literacy practices and learning? I used the notions of literacy as a social practice to frame the study and writing as a method of inquiry to analyze the teachers' conceptualizations and practices. Through observations and interviews, I learned the teachers' stories. Within these stories, four tensions emerged in regard to how the teachers negotiate between their conceptualizations and classroom practices: (1) access to ICTs adequate for the task; (2) sufficient levels of ICT knowledge for the task; (3) fear of the unknown; and (4) identification of who benefits form the ICTs and how these benefits can be determined. The conclusions, or major themes highlighted in the teachers' stories, are that: (a) technology seems to be an add-on to support well-established practices, (b) teachers cling to traditional literacy practices, (c) teachers take up and use ICTs and literacy for unique purposes based on their individual classroom contexts, and (d) teachers' tensions limit their ability to envision beyond what they currently see and do in regards to ICTs and literacy.
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