I have devoted 8 years to prepare for this ethnographic case study. I have analyzed through Bakhtin’s lenses of dialogicality and intertextuality, focusing on exploring an ESL college student, Chen Hua’s online social identity construction through his use of L1 and L2. I have collected multiple layers of data including formal and informal interviews, observational field notes, interactive emails, narratives and online discussion forum contents ever since the focal participant started his 9th grade in a high school, throughout his college and military career. I used ethnographic coding, grounded coding, Gee’s five theoretical tools and critical discourse analysis to analyze the data. The findings indicate that the ESL college student (an ROTC member) constructed his multiple identities through discursive social practices by making use of available resources, making multithreaded social connections from the online texts/discourses to the real world in which he was living. His unique multiple identities constructed through his use of L1 and L2 in computer-mediated communication practices and through other offline social practices, are reflected and embedded within the current macro sociocultural, political, and historical context of the U.S.A., which helped transform and shape him into what he is and how he participates in “serving and sacrificing” for the community and for this country.

Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / Historically, advances in technology have impacted education, particularly in the field of literacy. Often, educators initially resist these changes. Today, this is the case with the new literacies. Although students increasingly turn to technology to communicate, school practices still largely ignore this cultural phenomenon. This qualitative study explores the roots of this resistance by examining how teachers negotiate the use of digital literacies in the classroom, particularly in respect to the rhetorical boundaries imposed upon schools by their local culture. Data were collected through 34 interviews with individuals in three demographically different schools districts. Of particular interest were the key literacy decision makers. At the district level, assistant superintendents who also served as secondary curriculum directors, technology directors and literacy coaches were interviewed. The school level focused on middle and high schools, and, in two districts, on alternative education centers. Principals, librarian, lead English teachers and new English teachers, defined as teaching for three years or less, provided information for the study at these schools. During the data analysis, grounded theory, as well as the gap and continuum theories described by Deanna Bogdan (1992a & b), guided the study. When examining what factors create the boundaries educators work within, nine initial themes emerged: infractions, distractions, dependency, immediacy, misinformation, safety, inappropriateness, funding and change. Further examination of the data revealed the central phenomenon: “The technological evolution that occurs outside the classroom must be adapted before it makes its way into pedagogical practice.” This phenomenon provides the first layer for the model. To better understand the adaptation process, the gap and continuum theories were employed, leading to a spectrum between gatekeepers and facilitators. Each of the three districts fit in distinctively different places on this spectrum. Axial coding was then used to further explore the relationship of the themes to the adaptation process. The nine themes could then be collapsed into three categories: perceptions of student behaviors, perceptions of technology, and perception of school’s role in society. This study provides educators insight into the factors that guide their decision-making processes when considering the incorporation of technology into the classroom.

This dissertation aimed to achieve two goals. First, it investigated the effectiveness of a Web-Based Reading Instruction Program to teach reading strategies to college-level ESL students. In particular, this study examined how such a program may help ESL students learn and practice reading strategies, and develop the academic reading skills, as well as the necessary skills to interpret literary works they are exposed to in their freshman composition courses, in order to improve their overall reading comprehension, strategy use, and reading efficiency. Second, it explored the potentials and limitations of using a web-based program for teaching reading strategies. The subjects of this study were 22 ESL adult university learners enrolled in a freshman composition course at the University of Arizona. The results of the Nelson-Denny Standardized Reading Test and the Reading Comprehension Tasks used to measure students overall reading comprehension or reading proficiency show significant differences before and after instruction. Significant differences were also found between pre- and post-treatment measures of the scores on the Reading Strategy Inventory indicating that as reading comprehension improved, strategy use was also affected in that students perceived themselves as using strategies more frequently following strategy instruction. Significant differences were found in the cognitive, memory, and affective areas of reading strategies. Qualitative analysis of the students' responses on the Reading Comprehension Tasks in terms of patterns of strategy use revealed that students used cognitive, compensation, memory, metacognitive, and textual strategies more frequently after strategy instruction. Responses on these tasks after instruction also demonstrated a greater understanding of the texts and textual features. These results render strong support for the relationship between reading comprehension and strategy use. As reading comprehension improves, students use more strategies, more effectively, and more frequently. Results of the Nelson Denny Standardized Reading Test, Reading Comprehension Tasks, and Reading Strategy inventory, indicate that computer-assisted strategy training in general and task specific strategies has positive effects on the reading comprehension of ESL learners. Finally, the students' responses to a post-survey questionnaire were generally positive, indicating the beneficial effects of computer-assisted strategy training in the area of reading.

<p>The primary purpose of this study was to design a valid and reliable survey instrument gauging three concepts; (a) utilization of technology-enhanced instructional practices, (b) perceptions of Missouri higher education faculty concerning self-reported instructor role and (c) perceptions of millennial students&rsquo; preferred learning styles. The secondary purpose of this study was to identify differences and similarities among various subsets of the data, examined by investigated concepts, as well as disaggregated by each demographic for individual survey items. </p><p> The six independent variables included type of institution, size of institution (based on Carnegie Size Classification), department, rank, gender and age range. The study also included 34 dependent variables divided into three sections. First were 8 items (items 7&ndash;14), designed to discern the HE faculty&rsquo;s self-reported utilization of technology-enhanced instruction in their classroom. Next were 10 items (items 15&ndash;24), focusing on faculty perceptions of their instructional role in the classroom. Following were 16 items (items 25&ndash;40) asking for self-reported faculty perceptions concerning the learning preferences of higher education students. </p><p> The population for this study included 2,978 faculty at a randomly selected group of 15 two-year and four-year, public and private Missouri higher education institutions based on a listing of Missouri higher education institutions provided by the Missouri Department of Higher Education (MDHE). The survey was completed by 249 of these faculty members. Cronbach&rsquo;s alpha and a pilot survey were conducted to determine validity and reliability. Univariate analyses, including cross tabulations and graphs showing frequency counts and percentages and measures of central tendency and dispersion, consisting of mean, median, mode, standard deviation and variance, were employed to determine utilization of technology-enhanced instruction by Missouri HE faculty as well as perceptions concerning instructional roles and millennial students&rsquo; learning characteristics as identified by research. Finally, Chi-square analysis and cross tabulations showing frequency numbers and percentages of each survey item were generated for each of the six demographic items. </p><p> The findings confirmed that the Survey of Higher Education Instructional Practices (SHEIP) was a valid and reliable instrument for collecting information concerning utilization of technology-enhanced instruction as well as perceptions of instructor role and students&rsquo; preferred learning styles. It was also shown a majority of Missouri higher education faculty are employing technology-enhanced instruction. Findings also indicated percentages of faculty using traditional and contemporary instructor roles were nearly equal. A small percentage more faculty did report using more contemporary instructor roles, but this is a point that could be explored in further research. Furthermore, outcomes indicated that a majority of faculty did agree with the manners which current research indicated millennial students prefer to learn. The theory of disruptive innovation indicated manners in which higher education can implement the change needed to &ldquo;disrupt&rdquo; the current system in academia. Research indicates change is needed if higher education is going to prosper in the rapidly changing academic world. </p>

This study investigates a process of technological innovation in the classroom, and a range of related issues. It discusses the development of a technology-assisted tool, ThinkSpace, combining computer-based concept mapping and a wiki, aimed at facilitating collaborative and critical engagement with complex study material. The study adopts a design-based research approach in order to develop in tandem the technological implementation of the tool as well as the pedagogical practices for the use of the tool in the classroom. ThinkSpace was introduced into two schools where it was used by A-level history students. In close collaboration with the teachers practical uses for the tool were developed and implemented in the classroom. Data were collected through classroom observation, student and teacher interviews, as well as gathering evidence of students’ work with the tool. The thesis engages with questions of developing pedagogical practice to incorporate technological tools. It provides insights into the processes of working with teachers and students on collaborative innovation projects and the ways in which technology and pedagogy can gradually be aligned to achieve shifts in classroom practice. The project also investigates opportunities for developing productive uses of wikis and concept mapping in the classroom. The results of this study highlight the gradual and incremental nature of innovation in the classroom. The study concludes that innovation with tools such as ThinkSpace requires changes to deeply-seated learning practices, which are closely linked to student identity. If such practices are to be altered, it is necessary to think more carefully about supporting students through the pedagogical changes that some technological innovations endeavour to put into place. Possible ways of providing support in the processes of innovation were found in the present study through the scrutiny of the ways some students were beginning to appropriate the ThinkSpace tool. This suggested more targeted ways of encouraging conceptualisation and collaboration practices, which were the target of the innovation presented here.

The research contained within this PhD project forms part of the Pedagogical ElectroAcoustic Resource Site project of the Music, Technology and Innovation Research Centre of De Montfort University Leicester. This thesis contributes to current research in music education and musicology related to electroacoustic music. The purpose of this research was to investigate the influence of teaching on the change in inexperienced listeners’ appreciation of electroacoustic music. A curriculum was developed to introduce electroacoustic music to 11 to 14 year old students (Key Stage 3). The curriculum was based on concepts distinguishing between electroacoustic music using (mainly) real-world sounds and generated sounds. The curriculum is presented in an online learning environment with an accompanying teacher’s handbook. The learning environment represents the prototype for the pedagogical ElectroAcoustic Resource Site offering online learning, blended learning and classroom-based learning. The website was developed following user-centred design; the curriculum was tested in a large-scale study including four Key Stage 3 classes within three schools in Leicester. In five lessons music using real-world sounds (soundscape and musique concrète) was introduced, which included the delivery of a listening training, independent research and creative tasks (composition or devising a role-play). The teaching design followed the methods of active, collaborative and self-regulated learning. Data was collected by using questionnaires, direct responses to listening experiences before and after the teaching, and summaries of the teaching written by the participants. Following a Qualitative Content Analysis, the results of the study show that the participants’ appreciation of electroacoustic music changed during the course of these lessons. Learning success could be established as well as a declining alienation towards electroacoustic music. The principal conclusion is that the appreciation of electroacoustic music can be enhanced through the acquiring of conceptual knowledge, especially through the enhancing of listening skills following the structured listening training as well as the broadening of vocabulary to describe the listening experience.

Doctor of Philosophy / Department of Curriculum & Instruction / M. Gail Shroyer / Home computer ownership and Internet access have become essential to education, job security and economic opportunity. The digital divide, the gap between those who can afford and can use computer technolgies remains greatest for ethnic/racial groups placing them at a disadvantage for economic and eductional opportunties. The purpose of the study was to gain understanding and insight into the sociocultural factors influencing the digital divide as related to Latinos as a group, specifically a group of non-traditional Latina pre-service teachers from Southwestern Kansas in a required online instructional media and technology course. The folowing sociocultural factors 1) generational status, 2) English language ability, 3) educational attainment, 4) socioeconomic status and 5) gender identity are defined and identified in relationship to the success of eight Latina non-traditional, pre-service teachers in a required online instructional media and technology course as a requirement in their pursuit of a degree in elementary education. Four of the five sociocultural factors explored in this study; generational status, educational attainment, socioeconomic status, and gender roles appeared to influence the success of Hispanic, non-traditional pre-service teachers enrolled in the required online instructional media and technology course. Only one of the factors, English language ability, did not appear to have any direct influence on the success of these particular students. Although many of the students struggled with conventional use of English and this undoubtedly influenced their success in other courses, it did not inhibit their success in the on-line media and technology course. Participants were most expressive in their personal interviews about the influence of gender roles, both as a motivator and an inhibitor of success. These sociocultural factors also influence one another, particularly as generational status influences, English language ability, educational attainment, gender roles, and ultimately socioeconomic status. Socioeconomic status, in turn, highly influences computer ownership and Internet access which leads to reduced familiarity with computer and technology terminology, prior experience with computers, and the participant’s perceived self-efficacy in using computer technology for teaching. These factors all then influence the digital divide and the gaps that exist between Hispanics and other racial / ethnic groups.

Thesis advisor: Alec Peck / Time management in faculty online and blended/hybrid higher education is becoming a major concern -- one that is likely complicated by recent growth in demand for these learning opportunities, rapid changes in necessary technologies, and the need for faculty training and development with respect to technology use. Using interview, survey and participant validation activities for gathering data, this qualitative study explored the association between: (1) the use of some specific time management practices (goal- setting; prioritization; delegation; use of supporting technology - including learning the technology; and work-life balance planning) and (2) instructor feelings of success and satisfaction when offering online and blended/hybrid courses. While this study identified valuable insights from current practitioners concerning time management of online and blended/hybrid teaching endeavors, findings were inconclusive with regard to identifying the association of any specific time management practice with success and satisfaction. Specifically, over one-third of participants did not believe their ratings of success and satisfaction related to their experiences managing their time when offering online and/or blended/hybrid course(s). Participant comments did indicate that learning the technology and goal-setting for professional development (two time management activities) were possibly associated with perception of success and satisfaction, but the nature of the association was unclear. Findings suggest the need for sharing practitioner insights on time management detailed herein, as well as pursuing additional research on the effectiveness of faculty implementation of time management practices on improvement of time management in online and blended/hybrid teaching environments. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-13T11:45:20Z No. of bitstreams: 1 Vanessa Lara Santos.pdf: 904852 bytes, checksum: 641cefc3e300471cd203ff25c9ca9e33 (MD5) / Made available in DSpace on 2018-12-13T11:45:20Z (GMT). No. of bitstreams: 1 Vanessa Lara Santos.pdf: 904852 bytes, checksum: 641cefc3e300471cd203ff25c9ca9e33 (MD5) Previous issue date: 2018-11-26 / This work aimed to identify in the graduates of a specialization in technologies carried out by the UAB what were the contributions of a continuing training course for the pedagogical practice of the participants, presenting a reflection about the challenges faced by the graduates of a continuous training in ICT to apply which had been addressed in said course and understood if the principles proposed by the course were adopted. Therefore, a questionnaire was applied with space for the research participants to discuss each subject. A bibliographical research of the theme was also carried out to better contextualize the theme. Considering the objectives of this study, a qualitative approach was used to consolidate the answers obtained in a more descriptive way, reflecting on what happened in the training process, using the questionnaire and the interview as a method of collecting data, systematizing the respondents' speeches on the course contributions, challenges and principles provided by the course. With the research, it was noticed that this training provided significant changes in the pedagogical achievement of the interviewees, in their relationships within the school space, but there is still a lot to be done, such as the monitoring of those coming from this type of training, so that to understand the scope of continuing education / Este trabalho buscou identificar em egressos de uma especialização em tecnologias realizada pela UAB quais foram as contribuições de um curso de formação continuada para a prática pedagógica dos participantes, apresentando uma reflexão acerca de quais os desafios enfrentados pelos egressos de uma formação continuada em TIC para aplicar o que fora abordado no referido curso e compreendendo se os princípios propostos pelo curso foram adotados. Para tanto, foi realizada a aplicação de um questionário com espaço para que os participantes da pesquisa discorressem sobre cada assunto abordado. Também foi realizada uma pesquisa bibliográfica do tema para uma melhor contextualização do tema. Considerando os objetivos deste trabalho, foi feita a opção pela utilização de uma abordagem qualitativa com o intuito de consolidar as respostas obtidas de um modo mais descritivo, refletindo sobre o que ocorreu no processo formativo, utilizando o questionário e a entrevista como método de coleta de dados, sistematizando as falas dos entrevistados nas contribuições, desafios e princípios do curso proporcionados pelo curso. Com a pesquisa, percebeu-se que esta formação proporcionou mudanças significativas no fazer pedagógico dos entrevistados, em suas relações dentro do espaço escolar, porém ainda há muito a ser feito, como por exemplo o monitoramento dos oriundos deste tipo de formação, para que se tenha elementos para perceber o alcance da formação continuada

O rápido desenvolvimento das Tecnologias da Informação e da Comunicação está transformando relações e comportamentos, propiciando interações entre ambientes digitais e humanos, e mesmo entre humanos por meio dos ambientes digitais, impossíveis anteriormente. Esta complexidade adentra o ambiente escolar, tornando-o um ecossistema digital de aprendizagem. Por outro lado, considerando ambientes convencionais sem o apoio de ferramentas digitais, uma das tarefas mais árduas de um professor em sala de aula é acompanhar, identificar e intervir em dificuldades individuais de cada aluno. Neste sentido, este trabalho propõe o SeeAll, um sistema interativo de gestão, para apoiar o planejamento, o ensino e o acompanhamento da aprendizagem, voltado à avaliação por competências. Foi concebido de forma a ser um complemento ao ecossistema digital de aprendizagem escola e, que de maneira simples e fácil possa atingir às expectativas dos educadores. O protótipo parcial SeeAll foi desenvolvido por meio da modelagem orientada a objetos e implementado pelo método de Programação Extrema, a fim de possibilitar prototipação rápida e facilidade de modificações ao longo dos testes junto ao público alvo. De acordo com os testes preliminares realizados com professores e gestores, foi considerado uma ferramenta facilitadora ao acompanhamento individual da aprendizagem dos alunos e ao planejamento dos professores. / The rapid development of Communication and Information Technologies transformed behaviors and relationships, supporting humandigital environments interactions, and previously impossible digital environment supported human interactions. This complexity entered schools environments, transforming them into digital learning ecosystems. Nevertheless, considering conventional classrooms without digital tools, one of teachers hardest tasks is to follow, identify and intervene in each students individual difficulties. This work presents SeeAll, an interactive management system, developed to support planning, teaching and learning focused on competencies assessment. The system was designed to serve as a complement of the schools digital learning ecosystem and to be so simple and easy to reach educators expectations. The SeeAll partial prototype was developed using object oriented modeling and implemented according to the Extreme Programming method. This allowed creating rapid prototypes, which could be easily modified during tests with users. According to preliminary tests conducted with teachers and administrators, SeeAll was considered a facilitating tool for monitoring individual student learning and teacher planning.