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A qualitative case study on cell pho...

Martiz, Gisela.

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A qualitative case study on cell phone appropriation for language learning purposes in a Dominican context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A qualitative case study on cell phone appropriation for language learning purposes in a Dominican context./
Author:	Martiz, Gisela.
Description:	195 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3712662
ISBN:	9781321896404

A qualitative case study on cell phone appropriation for language learning purposes in a Dominican context.
Martiz, Gisela.

A qualitative case study on cell phone appropriation for language learning purposes in a Dominican context. - 195 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Utah State University, 2015.

This research study investigated how a Dominican English language teacher and her students appropriated cell phone features for educational purposes inside and outside the classroom. The dissertation used a qualitative single-case study design that focused on five subcases, comprised of the teacher, and four students selected from a class of 23 students. A mobile human-computer interaction (MHCI) perspective was used to explore participants' appropriation of features in their cell phones to support educational activities in a Dominican context. Data collection took place for 8 weeks in an English language center located at a public university in the Dominican Republic in the summer of 2014. Primary data collection sources consisted of semistructured interviews, informal conversations, classroom observations, and questionnaires. Data were analyzed through thematic analysis by using initial, in vivo, and focused coding techniques to identify emerging themes. Findings identified four major themes on how the teacher appropriated different cell phone features that allowed her to use this mobile device for educational purposes: cell phone as connectivity tool, content delivery tool, research and reference tool, and assessment facilitation tool. Emerging themes from analyzing the four student subcases indicated that they appropriated features in their cell phones in different ways, including: iPod as a cell phone (student 1), assessment and feedback facilitation tool (student 2), peer- and self-assessment facilitation tool and e-reader (student 3), and multimedia delivery and social interactivity tool (student 4). Themes across subcases and from the classroom in general indicated that participants used features that allowed them to appropriate cell phones as tools for data gathering and note taking, reference and research, collaboration, and repository. Findings from this dissertation shed light on how a teacher and students can make use of their own mobile technologies to support English language learning in a Dominican classroom with uneven access to technology.

ISBN: 9781321896404Subjects--Topical Terms:

517670
Educational technology.

A qualitative case study on cell phone appropriation for language learning purposes in a Dominican context.
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245 1 2 $a A qualitative case study on cell phone appropriation for language learning purposes in a Dominican context.
300 $a 195 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Mimi Recker.
502 $a Thesis (Ph.D.)--Utah State University, 2015.
520 $a This research study investigated how a Dominican English language teacher and her students appropriated cell phone features for educational purposes inside and outside the classroom. The dissertation used a qualitative single-case study design that focused on five subcases, comprised of the teacher, and four students selected from a class of 23 students. A mobile human-computer interaction (MHCI) perspective was used to explore participants' appropriation of features in their cell phones to support educational activities in a Dominican context. Data collection took place for 8 weeks in an English language center located at a public university in the Dominican Republic in the summer of 2014. Primary data collection sources consisted of semistructured interviews, informal conversations, classroom observations, and questionnaires. Data were analyzed through thematic analysis by using initial, in vivo, and focused coding techniques to identify emerging themes. Findings identified four major themes on how the teacher appropriated different cell phone features that allowed her to use this mobile device for educational purposes: cell phone as connectivity tool, content delivery tool, research and reference tool, and assessment facilitation tool. Emerging themes from analyzing the four student subcases indicated that they appropriated features in their cell phones in different ways, including: iPod as a cell phone (student 1), assessment and feedback facilitation tool (student 2), peer- and self-assessment facilitation tool and e-reader (student 3), and multimedia delivery and social interactivity tool (student 4). Themes across subcases and from the classroom in general indicated that participants used features that allowed them to appropriate cell phones as tools for data gathering and note taking, reference and research, collaboration, and repository. Findings from this dissertation shed light on how a teacher and students can make use of their own mobile technologies to support English language learning in a Dominican classroom with uneven access to technology.
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