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Pre-service Teachers' Enacting New Literacies Teaching Practice in Technology-rich English Language Arts Classrooms
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Pre-service Teachers' Enacting New Literacies Teaching Practice in Technology-rich English Language Arts Classrooms. |
| 개인저자 | Prince, Shannon E. |
| 단체저자명 | Michigan State University. Curriculum, Instruction, and Teacher Education - Doctor of Philosophy. |
| 발행사항 | [S.l.]: Michigan State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 186 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-02A. Dissertation Abstract International |
| ISBN | 9781085652742 |
| 학위논문주기 | Thesis (Ph.D.)--Michigan State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Advisor: Hartman, Douglas K. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | This study examined three interns, with plans to harness the available digital technologies in the classroom to facilitate engaging and relevant literacy learning experiences in their secondary English Language Arts (ELA) classrooms during their year-long internship. They entered placements where each student had 1:1 access to internet-enabled digital devices. Using a multiple-case study design and ethnographic methods, the study spanned 14 weeks in the spring of 2018. The process of planning, teaching, and reflecting was captured through participant observations, audio recordings of classroom occurrences, audio recordings of post-lesson debriefs, and 3 semi-structured interviews from each intern during the start, middle, and end of the study. The purpose of this study was to examine the enacted teaching practices using digital technologies of three secondary English Language Arts pre-service teachers.Analysis across the cases suggested how and why the interns plied (or did not ply) new literacies in their teaching using digital technologies. Four essential themes emerged across the cases: to expand student notions of literacy, to meet the societal imperative for student competencies in digital literacies, by using discussion to facilitate student learning, and by advancing teaching practice into new territories of technology integration. Findings suggest that despite the interns' positive beliefs and values about technology integration and digital literacy, they plied new literacies in disparate ways and to varying extents across their internship. |
| 일반주제명 | Teacher education. Educational technology. Secondary education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
