東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Urban English Language Arts Teachers...

Abbas, Bridget,

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Urban English Language Arts Teachers' Stories of Technology Use: A Narrative Inquiry // Bridget Abbas.
Author:	Abbas, Bridget,
Description:	1 electronic resource (239 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 78-02, Section: A.
Contained By:	Dissertations Abstracts International78-02A.
Subject:	Language arts. -
Online resource:	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 /
LDR:03408nmm a22005053i 4500 001 2391280
005 20250923061155.5
006 m o d
007 cr|nu||||||||
008 251029s2016 miu||||||m |||||||eng d
020 $a 9781369027525
035 $a (MiAaPQD)AAI10147527
035 $a (MiAaPQD)usf:13584
035 $a AAI10147527
035 $a 2391280
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Abbas, Bridget, $e author. $3 3759005
245 1 0 $a Urban English Language Arts Teachers' Stories of Technology Use: A Narrative Inquiry / $c Bridget Abbas.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 1 electronic resource (239 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 78-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: Jones, Patricia; Ellerbrock, Cheryl Committee members: Richards, Janet; Schneider, Jenifer.
502 $b Ph.D. $c University of South Florida $d 2016.
520 $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.
546 $a English
590 $a School code: 0206
650 4 $a Language arts. $3 532624
650 4 $a Teacher education. $3 3172312
650 4 $a Secondary education. $3 2122779
650 4 $a Educational technology. $3 517670
653 $a Culturally responsive teaching
653 $a Digital literacy
653 $a English language arts
653 $a Narrative
653 $a Stage-environment fit
653 $a Technology
690 $a 0279
690 $a 0530
690 $a 0533
690 $a 0710
710 2 $a University of South Florida. $b Secondary Education. $e degree granting institution. $3 3759006
720 1 $a Jones, Patricia $e degree supervisor.
720 1 $a Ellerbrock, Cheryl $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 78-02A.
790 $a 0206
791 $a Ph.D.
792 $a 2016
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10147527