MARC 主機 00000nam  2200385   4500 
001    AAI3361756 
005    20111207125254.5 
008    111207s2009    ||||||||||||||||| ||eng d 
020    9781109203967 
035    (UMI)AAI3361756 
040    UMI|cUMI 
100 1  Gordon, Jaclyn Prizant 
245 12 A case study of first grade meaning making in a technology
       rich environment 
300    191 p 
500    Source: Dissertation Abstracts International, Volume: 70-
       06, Section: A, page: 1915 
500    Adviser: Evangeline Newton 
502    Thesis (Ph.D.)--The University of Akron, 2009 
520    The purpose of this study was to describe first grade 
       meaning making in a technologically rich classroom 
       environment and to explore the ramifications of technology
       on early literacy learners. Currently, few in depth 
       research studies have examined meaning making in a 
       technologically rich classroom setting, especially with 
       first grade students in an urban setting. Over the past 50
       years, the literacy community has investigated issues 
       central to the meaning making process, including whether 
       meaning resides solely in the text or in a transactional 
       relationship between the text, reader, and the context. 
       Today this sociopsycholinguistic view of meaning making 
       supported through a constructivist theoretical framework 
       has been further impacted by technology and the new 
       literacies. In response to the growing force of technology
       in the lives of young students, this study wanted to 
       describe literacy behaviors of these students by 
       documenting student behaviors as they engaged and 
       interacted with a range of literacy activities. Ultimately,
       the study sought to investigate how students used these 
       opportunities to make meaning. The results of this study 
       were based upon data gathered in support of the following 
       research questions that guided the study: (1) what kinds 
       of interaction happen when a teacher purposely constructs 
       an environment using technology in a first grade 
       classroom; (2) how do students use these interactions to 
       make meaning? These research questions were analyzed 
       through a qualitative single case study methodology. Data 
       collection included classroom observations, interviews, 
       student artifacts, and pertinent classroom documents. This
       study employed the use of  QSR* NVivo 7 computer software 
       to manipulate the data. The analysis of the data began 
       with an a priori code structure derived from a review of 
       the research literature and evolved through a reiterative 
       reading of the data from which themes emerged 
520    The findings from the study detailed three types of 
       interactions used by students in the technologically rich 
       classroom environment for meaning making. These included 
       interactions with (1) the print environment, (2) the "real
       -world" environment, and (3) the technology environment. 
       Through these interactions students were found to make 
       meaning in three ways; specifically, through (1) social 
       construction, (2) experience-based inquiry and 
       interpretation, and (3) multimodal encounters. Throughout 
       the study, the three types of interactions were rarely 
       seen as distinct from one another but rather were often 
       viewed working in confluence. Further analysis of the data
       revealed that all three types of interactions included two
       pervasive features: (1) opportunities for social 
       collaboration and (2) the incorporation of 
       multiliteracies. Moreover, this study recognized the 
       potential impact of a technologically rich instructional 
       environment on students' meaning making through the new 
       literacies. Results of this study suggest that a 
       curriculum that actively incorporates the new literacies 
       may provide a powerful framework for classroom instruction
590    School code: 0003 
650  4 Education, Early Childhood 
650  4 Education, Teacher Training 
650  4 Education, Technology of 
650  4 Education, Curriculum and Instruction 
690    0518 
690    0530 
690    0710 
690    0727 
710 2  The University of Akron 
773 0  |tDissertation Abstracts International|g70-06A 
856 40 |u