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dc.contributor.authorSanta Maria, Ramona R.
dc.date.accessioned2016-03-29T15:57:17Z
dc.date.available2016-03-29T15:57:17Z
dc.date.issued2009
dc.identifier.isbn9780549991595
dc.identifier.other250844784
dc.identifier.urihttp://hdl.handle.net/10477/45594
dc.description.abstractClassroom technology has influenced schools and has been studied for more than two decades. Still, there has yet to be a clear representation of how classroom technology is used, especially in often under-funded urban schools where technology skills are often endorsed as "skills for the future." Much is written about this subject - anecdotal viewpoints have been solicited from parents, teachers, administrators, and other experts. However, the students' views on classroom technology are not generally solicited. During my dissertation research, I interviewed over 20 students, as well as observed classroom instruction, over 6 months, in a technology centered urban high school in upstate New York and asked each how they see technology being used in their school, how it effects learning and their future employment. This dissertation examines narratives from urban students and teachers in a de-industrialized setting, who comment on classroom technologies within the curriculum. This data enriches and counters current work on technology, filling in many of the gaps in the literature, and illustrates a space for growth within the current setting to show how students see technology effecting their present and their future.
dc.languageEnglish
dc.sourceDissertations & Theses @ SUNY Buffalo,ProQuest Dissertations & Theses Global
dc.subjectEducation
dc.subjectComputers
dc.subjectEducation
dc.subjectHigh school
dc.subjectTechnology
dc.subjectUrban education
dc.subjectTechnology use
dc.titleClassroom technology use in an urban high school: Students share their experiences, teachers highlight the challenges
dc.typeDissertation/Thesis


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