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 & 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

.pdf

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Available for download on Monday, December 12, 2022

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