Promising Digital Practices for Nondominant Learners

Autor/inn/en	Bussert-Webb, Kathy; Henry, Laurie A.
Titel	Promising Digital Practices for Nondominant Learners
Quelle	In: International Journal of Educational Technology, 4 (2017) 2, S.43-55 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2476-0730
Schlagwörter	Case Studies; After School Programs; Access to Computers; Educational Technology; Computer Uses in Education; Mixed Methods Research; Hispanic American Students; Minority Group Teachers; Hispanic Americans; Participant Observation; Surveys; Bilingual Students; Middle School Students; Technological Literacy; Elementary School Students; Elementary Schools; Middle Schools; Semi Structured Interviews; Attitude Measures; Ownership; Texas + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Unterrichtsmedien; Computernutzung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teilnehmende Beobachtung; Survey; Umfrage; Befragung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Technisches Wissen; Elementary school; Grundschule; Volksschule; Eigentum
Abstract	This case study took place during an after-school program in a public Texas school district along the U.S./Mexico border. We explore a focal participant's technology access and use as part of our larger digital literacy research. We asked: What in- and out-of-school digital literacy skills, access, and experiences did Robot Boy (pseudonym) possess? How did he behave as a rhizome? Overarching theoretical frameworks were postmodernism and New Literacy Studies; within these theories, we focused on rhizomic principles and digital literacies. This research is part of a larger mixed methods research study (Bussert-Webb & Henry, 2016) focused on an exploration of Latino children's digital literacy and online reading. Data sources included participant observation, interviews, and the Digital Divide Measurement Scale for Students (DDMS-S). Interviewees included 16 children (including Robot Boy) and six Latino staff; 310 children (87% Latino) responded to the DDMS-S. Emerging qualitative themes were Robot Boy's responses to rhizomic rupture. Robot Boy, a bilingual and biliterate middle school youth, demonstrated promising digital practices, which we can apply to other nondominant learners. He assigned rupture by reworking restrictive maps, collaborating with others, and valuing diversity to create multiple pathways. (As Provided).
Anmerkungen	International Society for Educational Technology. e-mail: educationaltechnologynet@gmail.com; Web site: https://educationaltechnology.net/ijet/index.php/ijet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01