A tese de doutorado Formação à distância e prática de alfabetizadores: avaliação do impacto do uso de recursos informatizados no ensino da leitura tem como objetivo compreender relações entre a formação inicial de alfabetizadores em curso de nível superior, desenvolvida na modalidade à distância, e as ações de ensino da leitura com uso de recursos informatizados realizadas por professores egressos de curso Normal Superior com mídias interativas. Entendendo-se que uma das condições para a superação do analfabetismo funcional e digital observado na população brasileira de hoje é, além da revisão das práticas tradicionais e antidemocráticas de alfabetização, a inserção responsável das tecnologias da informação e da comunicação no ensino da leitura e da escrita, procurou-se compreender, por meio de estudo de casos múltiplos, como pensam e agem didaticamente quatro professores alfabetizadores formados em cursos em que o uso dessas tecnologias foi intensivo. O estudo foi fundado nos conceitos de esquema e de tomada de consciência da epistemologia genética de Jean Piaget, para quem conhecer é um processo mental ativo e construtivo de busca de solução de problemas, mediado pela incorporação de instrumentos, signos e símbolos culturais, cujo uso transforma a própria atividade de conhecer e o sujeito desta, pelo aprimoramento progressivo da atividade consciente. Os dados foram levantados em análise documental, observações e entrevistas filmadas, as quais seguiram os protocolos do método clínico-crítico. Foram encontrados indícios de que a formação inicial de nível superior à distância a que tiveram acesso as alfabetizadoras pesquisadas corrobora quadros de analfabetismo digital e funcional. Os resultados indicam aspectos a serem considerados na composição de currículos de cursos de formação de alfabetizadores presenciais e à distância e na organização escolar dos anos iniciais do ensino fundamental para a prevenção desses quadros. / The doctorate thesis Learning and Practice for Literacy Teachers: Assessment of the Impact of the Use of Technology Resources on Reading Teaching aims to comprehend relations between the initial preparation of literacy teachers of an advanced level as developed through the distance learning modality and the teaching of reading using computerized resources performed by teachers recently graduated from the Advanced Normal Course with interactive medias. Considering that one of the conditions to overcome the functional and digital illiteracy as currently observed in the Brazilian population is, besides the revision of traditional and anti-democratic teaching of the ABCs, the responsible inclusion of information and communication technologies to teach how to read and write, and effort has been made to understand - by following up four cases - how the literacy teacher who took courses adopting the intensive use of such technologies think and act. The research was based on concepts of scheme and awareness of the Jean Piaget genetic epistemology, according to whom understanding the knowing is an active and mental process of searching means to solve problems by incorporating cultural instruments, signs, and symbols, the use of which transforms the knowledge acquisition activity and its subject, through the progressive improvement of the conscious activity. The research data were collected by documental analysis, observation and video-taped interviews, at all times observing the clinical-critical protocols. Indications were found that the initial preparation of literacy teachers of an advanced level to which the reading and writing teachers analyzed in the research, confirms the occurrence of functional and digital illiteracy. The results indicate aspects to be considered in the curricula of distance learning courses for distance and presencial literacy teachers and in the structure of the beginning years of the elementary school in order to prevent that occurrence.

Orientador: Denise Bertoli Braga / Dissertação (mestrado) - Universidade Estadual de Campinas. Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-15T22:24:43Z (GMT). No. of bitstreams: 1 Rego_IzabeldeMoraesSarmento_M.pdf: 2252960 bytes, checksum: c4546f902c7c44ae0bf9cba2f4b0b384 (MD5) Previous issue date: 2010 / Resumo: A presente pesquisa busca refletir sobre o descompasso que existe entre as metodologias de ensino de língua estrangeira e as necessidades comunicativas da atualidade. Preocupado com essa questão, o estudo discute a inserção das novas tecnologias na aula de espanhol como língua estrangeira. A pesquisa parte do pressuposto de que o uso das novas tecnologias nas tarefas pedagógicas é um caminho necessário para atualizar o ensino de língua estrangeira adaptando-o às demandas do contexto atual no qual se inserem os estudantes universitários. Entende-se que tal contexto exige a familiaridade com as novas tecnologias e com a leitura crítica das informações veiculadas na mídia e isso pressupõe a interação com textos multimodais na língua alvo. O estudo empírico realizado foi centrado em atividades pedagógicas que tinham como objetivo a produção de um texto publicitário. A finalidade central desse estudo foi investigar se a produção de textos publicitários favorece a aquisição de itens de língua, contribui para o desenvolvimento do letramento digital e da leitura crítica dos estudantes envolvidos. Na realização da tarefa pedagógica proposta - produção de uma publicidade contra o consumismo - constatou-se que os estudantes superaram as expectativas iniciais no que se refere ao domínio das ferramentas técnicas, necessárias para produção de textos multimodais na Internet. A análise dos dados indicou que a tarefa proposta favoreceu a aprendizagem da língua espanhola, o desenvolvimento da reflexão social crítica e permitiu levantar questões sobre a competência dos alunos testados em relação à leitura e produção de textos multimodais. Os resultados também apontaram para a necessidade de se trabalhar a reflexão social crítica e a leitura e produção de textos multimodais / Abstract: This study explores the mismatch between foreign language teaching methodologies and the communicative needs of today by analyzing the integration of new technologies in the classroom in the teaching of Spanish as a foreign language. It assumes that the adoption of new technologies in the teaching of a foreign language is indispensible for contextualizing learning, and that new technologies are required for the critical reading of reports in the media, presupposing the interaction with multimodal texts in the target language as a way of building familiarity with the foreign context. Empirical research was focused in educational activities that were intended to produce an advertisement. The central goal of this research was to investigate if whether the production of advertising copy promotes the acquisition of language items, contributes to the development of digital literacy and the development of critical reading of the students involved. In carrying out the educational task proposed (the production of an advertising against consumerism) it was found that students exceeded initial expectations with regard to mastery of the technical tools necessary for the production of the multimodal texts on the web. Analysis of the data indicated that the proposed task favored learning of Spanish, the development of critical social reflection and raised questions about the competence of students tested for reading and production of multimodal texts. The results also pointed to the need to work on critical social reflection and the critical reading and production of multimodal texts / Mestrado / Linguagem e Tecnologia / Mestre em Linguística Aplicada

Orientador: Denise Bertoli Braga / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-12T14:38:54Z (GMT). No. of bitstreams: 1 Rodrigues_Claudia_M.pdf: 5282828 bytes, checksum: 8dbace8a6afeedca8c16fab2a996a35c (MD5) Previous issue date: 2008 / Resumo: A presente pesquisa se insere na área de Linguagem e Tecnologia e, tendo como foco central a produção de blogs, busca investigar as possibilidades que os novos gêneros digitais oferecem para o ensino de produção de texto na escola. O estudo parte do pressuposto que é desejável trazer para sala de aula as experiências de linguagem que os alunos já vivenciam em seu cotidiano. A dissertação relata os resultados de dois estudos realizados a partir de atividades propostas para alunos do ensino médio em uma escola particular, cujas salas de aula são todas equipadas para uso de tecnologia. A pesquisa foi motivada pela constatação de que esses recursos não estavam sendo adequadamente explorados nas práticas pedagógicas. O componente teórico da pesquisa discute inicialmente a importância da tecnologia no contexto educacional e a pertinência em rever a natureza da linguagem, considerando as transformações que a tecnologia promove. Em seguida, apresenta-se uma discussão geral sobre o blog, ambiente explorado na tarefa proposta nos dois estudos empíricos. O componente empírico relata inicialmente uma experiência que não foi bem sucedida, tentando entender os fatores que explicam o seu fracasso. O segundo estudo empírico buscou contornar as falhas do primeiro, modificando a natureza da tarefa proposta e oferecendo mais liberdade de ação para os alunos. Os resultados apontam que é pertinente utilizar o blog como uma ferramenta pedagógica, e que o uso desse recurso é motivador para os alunos e pode gerar produções complexas e criativas. / Abstract: The present research is inserted in the area of Language and Technology, and, as its central focus is the making of blogs, it seeks to investigate the possibilities the new digital genres offer to text production teaching in schools. The study presupposes that it is desirable to bring into the classroom the language experiences of which the students already live everyday. This essay reports the results of two studies which were carried out upon proposed activities to some high school students in a private school, whose classrooms are fully equipped for the use of technology. This research was motivated after establishing that those resources had not been properly explored in pedagogical practices. The theoretical component for this research initially discusses the importance of technology in educational contexts and the relevance in revising the language nature, considering the transformations that technology promote. Next, a general discussion about blog, which is the explored space in the task, proposed in two empirical studies. First, the empirical component reports an unsuccessful experience, trying to understand the factors that explain its failure. The second empirical study tries to get around the flaws identified on the first, modifying the nature of the proposed task, so that offering the students more action freedom. The results point out that it is pertinent to use blog as a pedagogical tool and that the use of this resource is encouraging to the students and it may bring about complex and creative productions. / Mestrado / Linguagem e Tecnologia / Mestre em Linguística Aplicada

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-04T19:11:53Z No. of bitstreams: 1 mariaelizabetedearaujo.pdf: 1558808 bytes, checksum: 57a8ef33e074ae320390a0240dd1c790 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T04:08:53Z (GMT) No. of bitstreams: 1 mariaelizabetedearaujo.pdf: 1558808 bytes, checksum: 57a8ef33e074ae320390a0240dd1c790 (MD5) / Made available in DSpace on 2016-04-24T04:08:53Z (GMT). No. of bitstreams: 1 mariaelizabetedearaujo.pdf: 1558808 bytes, checksum: 57a8ef33e074ae320390a0240dd1c790 (MD5) Previous issue date: 2013-10-28 / A sociedade atual demanda para a escola diferentes desafios para educar nosso jovem para o presente. Dentre eles, está assegurar uma formação que possibilite o domínio das tecnologias da Informação e da Comunicação (TIC). Nesse contexto, gestores e professores precisam dar conta de um processo educativo cujo currículo escolar seja orientado pelos efeitos da revolução digital. Quando se trata das Escolas Estaduais de Educação Profissional no Estado do Ceará (EEEP), a garantia de recursos midiáticos disponíveis é uma realidade, considerando que essas escolas têm como objetivo a oferta do Ensino Médio integral e integrado à educação profissional. No entanto, mesmo nelas, ainda há um fosso entre as demandas sociais e a formação dos educadores a quem caberá dar conta da formação discente para a inserção social e para o mundo do trabalho. É a partir desse cenário que defino como objetivos para o meu trabalho (1) verificar se ações gestoras presentes na administração dessas escolas são pautadas por uma compreensão do conceito de letramento digital e se os gestores – diretor e coordenadores escolares - são letrados digitalmente; (2) averiguar se os gestores apoiam as políticas de incentivo ao uso dos recursos midiáticos a favor do letramento digital dos professores; (3) verificar se os professores fazem uso de recursos midiáticos como recursos didático-pedagógicos; (4) identificar se há, por parte dos alunos das escolas, reconhecimento da relevância da utilização de recursos midiáticos pelos educadores, como ferramentas produtivas para o ensino aprendizado. A investigação tem como referencial teórico os estudos de Soares (2002), Almeida (2005), Xavier (2005), Coscarelli e Ribeiro (2007), Buzato (2008), Freitas (2009,2010), Bonilla (2010) e Bruno e Mattos (2010). Com o intuito de construir um panorama da utilização das tecnologias para mediar as práticas educativas, utilizo a pesquisa documental (Relatórios Mensais de Atividades desenvolvidas no Laboratório Educacional de Informática e Plano de ação Integrado) e a pesquisa de campo (questionários com questões fechadas e abertas aplicados a gestores, professores e alunos).A partir dos dados coletados, sugiro um Plano de Ação Educacional (PAE) às escolas na perspectiva de aprimorar a atuação dos gestores e professores (professores coordenadores do LEI e regentes de sala de aula) visando fortalecer o processo de ensino e aprendizagem nas EEEP. / The current society demands of the school different challenges to educate our teenagers to present context. One of the challenges is to offer teachers' training to make it possible to build expertise in Information and Communications Tecnologies (ICT). In this context, managers and teachers need account for an educational process whose school curriculum is guided by effects of digital revolution. In State High School of Professional Education in Ceará (EEEP) media resources are available, considering that they are full-time high school and secondary education integrated to a professional one. However, in those schools there is still a gap between social demands and teacher training, considering that they have to account for social insertion and work life. Based on this scenario I define objectives for my dissertation (1) to verify if manager actions in those schools are founded in the understand of the concept of digital literacy and if school managers are digitally literate (2) to check for the managers support incentive policies for the use of media resources in favour of the teachers' digital literacy; (3) to verify if the teachers use media resources as a pedagogical resource; (4) to identify if students are aware of the relevance of use media resources by educators as productive tools for the teaching and learning. My research utilizes as theoretical references the studies of Soares (2002), of Almeida (2005), of Coscarelli and Ribeiro (2007), of Luck (2009), of Freitas (2009), of Bonilla (2010), of Bruno and Mattos (2010). In order to construct an outline of the use of the tecnologies to mediate the educational practices make of document research (monthly activities reports developed in the informatic educational laboratories and integrade action plan) and field research (questionnaire, with open and closed questions applied with managers, teachers and student). From the data collected, I suggest an Educational Plan of Action (PAE) for the schools with the purpose of improve the performance of managers and teachers (teachers that act in laboratories and classroom), with the aim of strengthening the process of teaching and learning in Professional Schools.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-12T19:14:12Z No. of bitstreams: 0 / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-09-13T13:05:55Z (GMT) No. of bitstreams: 0 / Made available in DSpace on 2017-09-13T13:05:55Z (GMT). No. of bitstreams: 0 Previous issue date: 2016-11-25 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A pesquisa “O uso das Tecnologias Digitais de Informação e Comunicação (TDIC) no processo de letramento digital de professores: uma proposta de intervenção” é Inserida no macroprojeto “Interação em sala de aula – professores, alunos e a tecnologia” no âmbito do PROFLETRAS –UFJF. Tendo como eixo os documentos oficiais que regem a educação e suas perspectivas sobre a inserção da tecnologia na educação, os principais objetivos dessa pesquisa foram analisar a percepção e crenças dos professores de uma escola estadual do município de Divino sobre o uso de TDIC e desenvolver ações que minimizassem a resistência desses profissionais em usá-las em contexto educacional. Para isso, usou-se como instrumento investigativo um questionário no qual os educadores disponibilizaram informações referentes ao uso das tecnologias digitais e serviços da Web 2.0 no contexto pessoal e profissional e a opinião deles sobre as potencialidades dessas tecnologias no contexto escolar. A análise qualitativa dos dados apontou que, embora cientes do potencial das tecnologias como ferramentas pedagógicas, os educadores declararam ter competência reduzida e baixo conhecimento de como utilizá-las no processo de ensino-aprendizagem, além de indicar a necessidade de oferta de formação contínua na área das TDIC. Para sanar tais dificuldades, foram oferecidas ao grupo oficinas interventivas alicerçadas na pesquisa-ação colaborativa, nas quais foram demonstradas e testadas algumas ferramentas disponibilizadas na Web e suas aplicações no contexto escolar. Como resultado pôde-se constatar que os professores adquiriram algumas habilidades para lidar com os programas a eles apresentados. Essa iniciativa teve como principais contribuições para a instituição uma maior interação entre os professores e a tecnologia e o despertar para o letramento digital daquela comunidade escolar. / The research “The Use of Digital Technologies of Information and Communication in the process of teacher digital literacy: a proposal of intervention” is included into the macro project “Interaction in the classroom - teachers, students and the technology” in the scope of PROFLETRAS – UFJF. It has a central axis on the official documents which rule the education and their perspectives about the technology inclusion in education. The main aims of this research were to analyze the beliefs and perception of teachers from a state school in the city called Divino about the use of TDIC and to develop actions to downplay teachers’ opposition towards the use of technologies in the educational context. In order to accomplish it, a questionnaire was used to detect the use of digital technology and services from Web 2.0 in the professional and personal context of the teachers as well as their opinion about the technology potentials in the school environment. The qualitative analyses of the data has detected that, although the teachers were conscious about the technology potential as a pedagogic tool, the educators have said that they have limited competence and low knowledge about how to use the technology in the learning-teaching process. They have also stated they need a continuous training in the TDIC area. In order to tackle these barriers, interventional workshops were offered based on collaborative action-research. During these activities, some available tools in the web were shown and tested in the school context. As a consequence, it was perceived a greater involvement presented by teachers concerning the use of technology in their professional activities and the digital literacy in that school community has aroused.

Orientador: Jose Armando Valente / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-04T16:50:16Z (GMT). No. of bitstreams: 1 Santos_IvaAutinaCavalcanteLima_M.pdf: 903028 bytes, checksum: 7ed9ce9e21002df08a5a97b5f9b718b4 (MD5) Previous issue date: 2005 / Resumo: Numa sociedade ligada à modernidade tecnológica, a população analfabeta fica distante das novas demandas culturais e isso compromete sua cidadania. Com o objetivo de investigar o processo de apropriação de uso da Internet por indivíduos analfabetos, partindo da perspectiva do letramento digital, este estudo procurou analisar as estratégias utilizadas por duas adultas analfabetas na prática de uso da Internet. A base teórica utilizada articula três eixos temáticos: Internet na Educação, Educação e Letramento. A idéia que norteia essa pesquisa é que um indivíduo analfabeto, através do letramento oferecido pelos eventos de uso da Internet, seria capaz de iniciar um processo de apropriação de uso e, conseqüentemente, a aprendizagem da leitura e da escrita. Os dados analisados evidenciaram que essa apropriação é possível, porém há necessidade de uma mediação, através de pistas, que propiciem a associação da linguagem digital aos seus cotidianos. A linguagem digital, no contexto de uso da Internet, deve oferecer um sentido mais representativo para o usuário analfabeto, favorecendo uma apropriação mais eficiente das formas de comunicação e dos recursos relacionados à interface da Internet. Pôde-se observar, diante das dificuldades apresentadas pelas participantes, que o suporte dado pela linguagem metafórica apresentada pelos ícones e legendas nem sempre possibilitou um sentido adequado às suas funções, como também se apresenta de forma distante de suas realidades. Em termos das estratégias de apropriação, os usos de metáforas e analogias foram essenciais para a compreensão e a interpretação dos eventos. Em suma, os letramentos exigidos, para uma utilização mais autônoma da Internet pelos analfabetos, não só dependem do fator de saber ler e escrever. Este pode favorecer uma apropriação mais rápida, mas ainda faz-se necessária a instauração da junção do interesse 'significativo' com uma interface humano-computador que lhes dê as condições necessárias à sua apropriação, como também, o estabelecimento da possibilidade ao acesso cotidiano dessas tecnologias / Abstract: In a society linked to technological modernity, the unschooled population is excluded from new cultural demands and this affects their citizenship. With the objective of investigating the process of appropriating the Internet by unschooled individuals, utilizing the digital literacy perspective, this study tried to analyze the strategies used by two unschooled adults in the practical use of the Internet. The theoretical basis considers three thematic axes: Internet in Education, Education and Literacy. The hypothesis is that an unschooled individual, through literacy offered by the use of the Internet, would be able to begin an appropriation process of this technology and, consequently, the learning process of reading and writing. The analysis of the data shows that this appropriation is possible, however, it is necessary to mediate the interaction through hints that facilitate association of the digital language with the subjects¿ everyday life. The ¿digital language¿, in the Internet use context, should offer a more representative meaning for the unschooled, facilitating a more efficient appropriation of its communication forms and resources regarding the Internet interfaces. It could be observed, as the subjects faced difficulties, that the support given by metaphoric language presented by icons and captions did not always trigger an adequate meaning to their functions and were distant to the subjects¿ realities. In terms of appropriation strategies, the metaphors and analogies used were essential for events' comprehension and interpretation. In short, literacy demanded for a more autonomous utilization of the Internet by the unschooled person, does not only depend on knowing how to read and to write. This can favor a faster appropriation, but it is still necessary to have the combination of significant interest with a human-computer interface that gives them the necessary terms for their appropriation as well as the possibility of everyday access of these technologies / Mestrado / Mestre em Multimeios

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.

The purpose of this study was to examine the use of tablet computers in a Swedish language, classroom. This study aims to investigate student and teacher attitudes when using tablet computers for story writing. One fifth grade classroom was observed on three occasions and a total of six students and three teachers were subsequently interviewed. This study addresses the following questions: <ul type="disc">How are tablet computers used for writing stories in a Swedish classroom?   What opportunities and obstacles do teachers experience when using the tablet computers when it comes to writing stories? Which method was preferred by the students? Writing stories on tablet computers or writing by hand? This qualitative study was based on observations and interviews. Analysis of observations and interviews show that the tablet computers appear to help the students with language, organisation and structure in the writing of stories. However, teachers still need to incorporate both writing by hand and using the tablet computers to ensure competence for real-life situations which still use a mixture of both skills. The results also showed that tablet computers are a useful tool for communication when students help each other in their writing. Classroom observations suggest that tablet computers can act as a mediator tool in the Swedish elementary school classroom primarily as it makes the writing process easier for the students. Analysis of teacher interviews suggest that teachers prefer to have students use tablets as it makes the student’s texts clearer, facilitating assessment.

This non-experimental, quantitative study was completed to determine if Tennessee high school students who take an online, asynchronous course better their digital literacy through the environment of online learning. The study focused on the pretest and posttest scores of Niswonger Online students during the spring and summer semesters of 2021. It grouped the high school students by location, high school size, grade level, and courses taken to assess differences in digital literacy. Finally, it evaluated overall student growth in digital literacy scores after completion of an online high school course. Data from a pretest and posttest of Niswonger Online students were used to assess growth in digital literacy scores after completing an online course. There were six Research Questions that guided this study with six significant findings: 1. Students who were excited about taking the online course had significantly higher levels of digital literacy on the pretest. 2. Students from small high schools (fewer than 1200) scored significantly lower on the pretest than students from larger high schools. 3. Students from rural high schools scored significantly lower on the pretest than students from urban or suburban high schools. 4. There was a significant difference in the means (lower) of Sophomore pretest scores in comparison to other grade levels. 5. There was a significant difference between the average growth scores of students in World Languages and Social Studies and World Languages and Career and Technical courses. 6. On average, students who completed the Niswonger Online course scored significantly higher on the posttest than on the pretest.

This qualitative case study explores teachers and students perceptions of pop culture and its use in secondary English classrooms. I used thematic analysis to identify key themes addressed by teachers and students concerning pop culture. Teachers and students were surveyed and from there purposive sampling was used to select five teachers and eight students. Participants took part in individual and focus group interviews regarding their perceptions of pop culture use in the classroom as well as classroom observations. In my analysis of data I identified themes that both students and teachers shared such as the use of pop culture to build positive teacher-student relationships or make lessons relevant to students' lives. Additionally, the research shows differences such as teachers' trepidation of using pop culture effectively or not knowing where to find relevant references. Practitioner implications include: the importance of implementing pop culture to help build positive student-teacher relationships, professional development to help teachers implement pop culture in their classes, and more student voice in the pop culture selection process. Implications for future research include investigating the perceptions of pop culture use in other countries' school systems or socioeconomic school districts within the United States. Additionally, a longitudinal study into the potential of pop culture pedagogy on student success in secondary English classrooms, to include making such teaching inclusive and responsive, could prove significant.