This dissertation study focused on complications and opportunities that surface for classroom learning in the intersections of a teacher’s methods, students’ literacies, and digital space. Though researchers have discussed adolescents’ literacies and participation in out-of-school digital spaces, there persists a need to explore and document the ways educators and students use classroom digital spaces. This study examined the teaching and learning experiences of one teacher and eight students as they collaborate, compose, and produce a literature-based digital role-play. Research questions focused on how the activity of a classroom digital role-play might connect with current literacy reforms, in what ways the teacher’s incorporation of the digital space might shape her classroom identity and pedagogy, and in what ways students’ digital participation might reflect, extend, and negotiate their school-ascribed identities as non-proficient learners. To address these questions, I collected data between March and June 2014 in a 10th grade English language arts classroom of a rural, Midwest public high school. This particular course was designed as an academic literacy support for students labeled as non-proficient school readers. I amassed my data collection from multiple interviews with teacher and student participants, series of classroom observations, student writings, surveys, classroom documents, teaching journals, classroom audio-recordings, and field notes. I analyzed these data using a combination of qualitative methods: ethnographic approaches, narrative inquiry, discourse analysis, and virtual methods. I first created a narrative portrait and analysis of the teacher and students to illuminate participants’ multiple social identities. I next used methods of discourse analysis to examine the teacher and students’ language use in the classroom and digital spaces, to extend my understanding of the way their speech and writing helps them to construct social identities. My findings complicate the way teachers might approach the use of digital spaces. Data reveal ways that the digital role-play space presents disruptions to the teacher’s ways of thinking about her classroom identity and practices. My findings also suggest that the use of a classroom digital space affords opportunities for students to explore their classroom social identities; the digital space flattens traditional school hierarchies in which the teacher leads and students learn. My study is potentially significant in that I explore the way the teacher and students experience and make meaning from the blend of their classroom interactions and digital literacy practices. Further, I argue that folding a digital space into daily classroom life reveals significant possibilities for classroom collaboration, distributed knowledge, and shared learning among students and teacher.

Made available in DSpace on 2016-04-27T14:32:36Z (GMT). No. of bitstreams: 1 Renata Kelly da Silva.pdf: 2034031 bytes, checksum: df2f6c3c9a770ed3ae5eaaaa259c82ae (MD5) Previous issue date: 2009-08-26 / Secretaria da Educação do Estado de São Paulo / This study aims to accomplish a comprehensive report of the first impressions of Basic Education teachers about the use of educational laptops in public school, those provided by the UCA Project (Um Computador por Aluno One Computer per Student) of the Federal Government and the Ministry of Education, as well as identifying the impact that this technology caused initially to those education professionals. The exploratory research, of qualitative nature, was performed with teacher of the Public School Network, within the facilities of the Catholic University of São Paulo (Pontifícia Universidade Católica de São Paulo PUC/SP). This environment was provided with wireless internet which enabled to analyze three prototypes of the educational laptop from different manufacturers. Since the workshop, there have been recorded the expectations and the initial impressions of the teachers before, during and after the contact with the educational laptop. The data obtained by the exploratory research was organized with extracts of depositions of the teachers at workshop extracted from the reflexive memorial and the answers of the questionnaires, being those last analyzed according to the methodology of the Collective Subject Speech (Discurso do Sujeito Coletivo DSC) through the software QualiQuantSoft. In research conducted a field observation work in a public school that uses the laptop education in the classroom. The analysis of the data collected in the workshop about the use of the educational laptop in the classroom presented queues of this being a technology different from those of the computing labs in the schools participant because it was mobile, reduced in size and wireless internet ready. After all the process of data analysis and the results exploration, I concluded that in the three research tools applied in the workshop, in the first moment, during the process, and at the end of the workshop, the category mobility and change in pedagogical practices were pointed out by the teachers in all times. Teachers demonstrated a good acceptance of this technology due to its pedagogical potential. At school, the use of educational laptop favored the relationship between teachers and students and students with students, respect and collaboration, that facilitated the involvement of students in the class and reinforces the results of the analysis / O presente estudo pretende realizar um levantamento das primeiras impressões dos professores da Educação Básica sobre o uso do laptop educacional na escola pública, esse viabilizado pelo Projeto Um Computador por Aluno UCA do Governo Federal e Ministério da Educação, bem como identificar o impacto que essa tecnologia causou inicialmente para esses profissionais da educação. A pesquisa exploratória, de natureza qualitativa, foi realizada com professores da Rede Pública de Ensino, nos espaços físicos da Pontifícia Universidade Católica de São Paulo PUC/SP. Esse cenário era um ambiente que possuía Internet sem fio o qual possibilitou analisar três protótipos do laptop educacional de diferentes fabricantes. Durante a oficina, foram registradas as expectativas e impressões iniciais dos professores antes, durante e após o contato com o laptop educacional. Os dados obtidos pela pesquisa exploratória foram organizados com trechos de depoimentos dos professores na oficina extraídos do memorial reflexivo e respostas dos questionários, sendo esse último analisado seguindo a metodologia do Discurso do Sujeito Coletivo (DSC) por meio do software QualiQuantSoft. Na pesquisa de campo realizei um trabalho de observação em uma escola pública que utiliza o laptop educacional na sala de aula. A análise dos dados coletados na oficina sobre o uso do laptop educacional na sala de aula apresentou indícios de ser uma tecnologia diferenciada das existentes nos laboratórios de informática das escolas dos participantes por ser móvel, de tamanho reduzido e conexão à Internet sem fio. Após todo processo de análise de dados e exploração dos resultados, constatei que nos três instrumentos de pesquisa aplicados na oficina, no momento inicial, no desenvolvimento (processo) e no momento final, a categoria mobilidade e mudança da prática pedagógica foram apontadas pelos professores em todos esses momentos. Os professores demonstraram boa aceitação dessa tecnologia móvel pelo seu potencial pedagógico. Na escola, o uso do laptop educacional favoreceu a relação entre professores e alunos e alunos com alunos, pelo respeito e pela colaboração, o que favoreceu o comprometimento dos alunos com as aulas e reforça os resultados das análises