Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade

Autor/in	Andrade Johnson, Maria Dulce Silva
Titel	Potential of One-to-One Technology Uses and Pedagogical Practices: Student Agency and Participation in an Economically Disadvantaged Eighth Grade
Quelle	(2017), (257 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola Marymount University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-6206-6
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Critical Theory; Qualitative Research; Case Studies; Middle Schools; Disadvantaged Schools; Middle School Students; Disadvantaged Youth; Middle School Teachers; Attitude Measures; Program Effectiveness; Technology Integration; Grade 8; Interviews; Observation; Learner Engagement; School Culture; Teacher Role; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kritische Theorie; Qualitative Forschung; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Benachteiligter Jugendlicher; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 08; 8. Schuljahr; Schuljahr 08; Interviewing; Interviewtechnik; Beobachtung; Schulkultur; Schulleben; Lehrerrolle; Kalifornien
Abstract	The accelerated growth of 1:1 educational computing initiatives has challenged digital equity with a three-tiered, socioeconomic digital divide: (a) access, (b) higher order uses, and (c) user empowerment and personalization. As the access gap has been closing, the exponential increase of 1:1 devices threatens to widen the second and third digital divides. Using critical theory, specifically, critical theory of technology and critical pedagogy, and a qualitative case study design, this research explored the experiences of a middle school categorized under California criteria as "socioeconomically disadvantaged." This study contributes to critical theory on technology within an educational setting, as well as provides voice to the experiences of teachers and students with economic disadvantages experiencing the phenomena of 1:1 computing. Using observational, interview, and school document data, this study asked the question: To what extent do 1:1 technology integration uses and associated pedagogical practices foster "Margins of Maneuver" in an eighth grade comprised of a student population that is predominantly economically disadvantaged? Probing two key markers of Margins of Maneuver, student agency and participation, the study found: (a) a technology-enhanced learning culture; (b) a teacher shift to facilitator roles; (c) instances of engaged, experiential, and inquiry learning and higher order technology uses; (d) in-progress efforts to strengthen student voice and self-identity. Accompanying the progress in narrowing economically based digital divides, the data also demonstrated some tension with the "knowledge economy." Nevertheless, sufficient margins existed, associated with one-to-one uses and practices, to result in micro-resistances characterized by assertion of student agency and democratization potential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01