Dissertation/Thesis Abstract

An Exploration of the Technology-Based Learning Environment in Middle Grades English/Language Arts Instruction and Its Impact on Learner Autonomy
by Welch, Mary Ellen, Ed.D., Piedmont College, 2015, 252; 3703047
Abstract (Summary)

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.

Indexing (document details)
Advisor: Hollandsworth, Randy
Commitee: Brown, William M., Swafford, Karla L.
School: Piedmont College
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
Publication Number: 3703047
ISBN: 978-1-321-74661-7
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