As student learners become exposed to more technology, they drive change in their learning environments. The United States Department of Education and Georgia Department of Education responded with national and state technology plans to better support the Digital Natives of this century. Local school districts and schools equipped educators in this study through portable and mobile tablet/laptop carts, student response devices, data/video projectors, and/or interactive TVs/white boards. In this multisited, multiple case study, three middle grades English/Language Arts educators honored connections between content, pedagogy, and technology. Through narrative vignettes, within-case and cross-case analysis of data, and interpretation and implications of findings, the researcher described how technology-based learning impacts the learning environment of student learners and their educators in middle grades English/Language Arts instruction and how those experiences impact learner autonomy. The researcher desired the findings to be of value to educators and others whose decisions regarding professional development, instructional practices, and instructional resources influence the learning experiences for educators and their student learners.
|Commitee:||Brown, William M., Swafford, Karla L.|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 76/09(E), Dissertation Abstracts International|
|Subjects:||Language arts, Middle School education, Educational technology|
|Keywords:||Case study, Digital native, English language arts, Learner autonomy, Technology-based learning environment|
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