Paige Ware, Alexandra Pavlakis, Karla del Rosal
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.
Teaching & Learning
Dr. Paige Ware
Dr. Meredith Richards
Dr. Ken Springer
Dr. Diego Román
Number of Pages
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Conry, Jillian, "Examining Three Approaches to Supporting English Learners by Leveraging Technology" (2019). Department of Teaching and Learning Theses and Dissertations. 1.
Available for download on Monday, December 12, 2022
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