Exploring the Use of Technology with Students in Secondary English Classes: A Multiple Case Study

Autor/in	Bowie, Prince Tatt
Titel	Exploring the Use of Technology with Students in Secondary English Classes: A Multiple Case Study
Quelle	(2018), (146 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-7116-9
Schlagwörter	Hochschulschrift; Dissertation; Technology Uses in Education; Secondary School Students; English Instruction; Case Studies; Reading Skills; Qualitative Research; Reading Instruction; Academic Achievement; Interviews; Secondary School Teachers; Grade 10; World Literature; Technology Integration; Constructivism (Learning); Student Surveys; Achievement Gap; Georgia (Atlanta) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; English langauage lessons; Englischunterricht; Case study; Fallstudie; Case Study; Reading skill; Lesefertigkeit; Qualitative Forschung; Leseunterricht; Schulleistung; Interviewing; Interviewtechnik; Weltliteratur; Schülerbefragung
Abstract	Across America, students are entering high school with under grade level reading skills. Because of this, students and teachers are faced with finding alternatives to bring students up to a proficient level before they leave high school. The purpose of this qualitative multiple case study research was to discover how teachers and students perceive the use of technology during instruction for reading engagement and student achievement in secondary English classes. To that end, the researcher conducted a qualitative case study by interviewing five teachers who taught at least one section of 10th grade world literature English classes in the Atlanta, GA, metropolitan area. Constructivism was used as the theoretical framework for this study to activate teachers' and students' experiences with technology and align it with academic growth. This study examined how the integration of technology affects how teachers teach and how students learn. Once all interviews were completed, they were transcribed verbatim, and participants were given an opportunity to review and approve the transcription to verify accuracy. The researcher applied this method of triangulation using multiple sources (research literature, transcription check, and hand-coded themes) as a cross check. Fifteen interviews were conducted with teachers, and 10 students participated in an anonymous online survey. In this study, three aspects of technology use were examined: perceptions toward student achievement in reading, perceptions of technology to assist with engagement and content mastery, and instructional strategies that support the skills of literacy and comprehension. Main themes that emerged through this research were bridging the achievement gap, self-motivation, and reflection of practice. Using various academic software technologies, teachers were able to see how students were being remediated for their deficiencies at a faster pace. Through the infusion of technology, students began taking an initiative in their learning. Teachers also benefited from the technology by reflecting on their method of meeting student needs. Overall, the qualitative case study on the use of technology with students in secondary English classes indicated that teachers understand the benefit of technology in the 21st century to propel student academic achievement. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01