Agency, Ideology, and Information/Communication Technology: English Language Instructor Use of Instructional Technology at a South Korean College

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Autor/in	Sherman, Brandon James
Titel	Agency, Ideology, and Information/Communication Technology: English Language Instructor Use of Instructional Technology at a South Korean College
Quelle	(2016), (338 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-2604-9
Schlagwörter	Hochschulschrift; Dissertation; English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Qualitative Research; Case Studies; Information Technology; Intervention; Technology Integration; Teaching Methods; Teacher Attitudes; Observation; Technological Literacy; Correlation; Educational Benefits; Language Teachers; College Faculty; Educational Technology; South Korea + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Beobachtung; Technisches Wissen; Korrelation; Bildungsertrag; Language teacher; Sprachunterricht; Fakultät; Unterrichtsmedien; Korea; Republik
Abstract	The objective of this study was to investigate the ways that instructors think about classroom technology and how this might relate to their classroom use of it. This qualitative case study explores the relationship between instructors and classroom information/communication technology (ICT). Specifically, this study followed three native English-speaking English Language instructors at a South Korean vocational college over the course of a semester. Through a variety of data collection methods, many different aspects of the participants' relationships with instructional ICT were explored. This study focused on participants' espoused ideas and beliefs about what ICT was, how it was meant to be used, and what it could accomplish in a classroom setting. In addition to interviews, instructors' actual technology usage was explored through classroom observations. The findings strongly suggest that instructors' relationships to instructional ICT are differentiated individually by a number of factors, such as an instructor's history of learning and teaching with ICT, their understanding of what it is, and what it can and cannot do. By exploring these individual instructors' perspectives and their use of ICTs in their classrooms, this study makes a case that the educational impact and benefit of ICT should be understood as a result of relationships between instructors and technology, or in broader terms, relationships between humans and machines. Furthermore, it was found that instructors' relationships with instructional technology can be understood in terms of their ability to reshape it and apply it in innovative ways to accomplish their pedagogical goals. To aid in this understanding, the findings are used to posit, develop, and refine two theoretical constructs, "technological agency" and "ideologies of technology". These are offered as conceptual lenses through which to view one particular aspect of a instructor's relationship to technology, that of reinterpretation of technological artifacts through the discovery of new affordances. By casting the instructor as the interpreter and employer of educational technology, and the true key to its success, this dissertation stands as a response to deterministic and/or essentialist notions of technology in classrooms. [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