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作者 Gordon, Jaclyn Prizant
書名 A case study of first grade meaning making in a technology rich environment
國際標準書號 9781109203967
book jacket
說明 191 p
附註 Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1915
Adviser: Evangeline Newton
Thesis (Ph.D.)--The University of Akron, 2009
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
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
School code: 0003
Host Item Dissertation Abstracts International 70-06A
主題 Education, Early Childhood
Education, Teacher Training
Education, Technology of
Education, Curriculum and Instruction
Alt Author The University of Akron
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