Contributor
Paige Ware, Alexandra Pavlakis, Karla del Rosal
Abstract
This three-article dissertation examines three distinct approaches to supporting English learners (ELs) by leveraging technology. Framed by the third generation of cultural-historical activity theory (Engeström, 1987; 2001), this research illuminates ways different stakeholder groups within varying activity systems support ELs, by examining technology as 1) an instructional tool in the classroom, 2) a mechanism for family engagement, and 3) a means for preparing teachers to serve ELs. Types of technologies implemented in these studies include various online multimodal tools (e.g., VoiceThread, Zaption), learning management systems (e.g., EdModo, Canvas), social media platforms (e.g., Facebook, Twitter), and mixed-reality simulation (MRS; e.g., Mursion). Results suggest that teachers, parents, and teacher educators can use technology as a mediating instrument to reach their own distinct objectives. These activity systems interact in pursuit of a shared outcome of supporting ELs by situating those supports within a larger ecosystem than the classroom.
Degree Date
Winter 12-21-2019
Document Type
Dissertation
Degree Name
Ph.D.
Department
Teaching and Learning
Advisor
Dr. Paige Ware
Second Advisor
Dr. Meredith Richards
Third Advisor
Dr. Ken Springer
Fourth Advisor
Dr. Diego Román
Subject Area
Education
Number of Pages
152
Format
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Conry, Jillian, "Examining Three Approaches to Supporting English Learners by Leveraging Technology" (2019). Teaching and Learning Theses and Dissertations. 1.
https://scholar.smu.edu/simmons_dtl_etds/1
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Technology Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
