The role of a high school one-to-one laptop initiative in supporting content area literacy, new literacies, and critical literacy

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dc.contributor.author McKeeman, Leah Ann
dc.date.accessioned 2008-12-01T21:45:20Z
dc.date.available 2008-12-01T21:45:20Z
dc.date.issued 2008-12-01T21:45:20Z
dc.identifier.uri http://hdl.handle.net/2097/1020
dc.description.abstract The purpose of this study was to explore participants' (teachers, students, administrators, and parents) experiences and perceptions regarding the perceived impact a rural high school's one-to-one laptop initiative had on content area literacy, new literacy's, and critical literacy. Through a case study, data were collected through multiple sources and viewpoints to obtain an in-depth perspective of how this rural high school's one-to-one laptop initiative had perceivably impacted teacher's instruction to enhance student learning. Data were collected and analyzed through a blending of direct interpretation and categorical analysis, presenting the following findings. The one-to-one laptop initiative's technology was utilized: (a) by student participants for academic purposes, personal efficiency, and recreational purposes, (b) by teacher participants for educational purposes, and (c) within content area instruction. Resulting from the access to laptop technology, this study documented the purposes of finding information for assignments, facilitating "just in time" learning, and stimulating schema about curricular content. Content area literacy instruction was perceivably effected because of the multiple textual formats the technology provided, and instructional occurrences were documented as developing vocabulary and fostering either content comprehension or reading comprehension. The new literacy's and how they were implemented within the mathematics, language arts, science, and social studies classrooms were discussed. The role of critical literacy was presented in relation to students' sense of agency, and the power dynamic within various content area classes. The majority of participants were documented having a positive perception regarding the one-to-one laptop initiative. Although integration of technology was occurring, there were opportunities lacking that could further develop teachers' instruction to enhance student learning. When considering professional development within schools implementing a one-to-one technology initiative, administrative teams should: (a) consider what will be requisite versus elective technology integration tasks, and (b) ensure professional support is provided to teachers regarding integrating technology within their pedagogical practices. Additionally, teachers should instructionally integrate the technology tools and literacy's that students currently employ. Pedagogically, this study implies that teachers must expand their comfort zones regarding content area literacy, new literacy's, and critical literacy. en
dc.language.iso en_US en
dc.publisher Kansas State University en
dc.subject new literacy's en
dc.subject content area literacy en
dc.subject critical literacy en
dc.subject one-to-one laptop initiative en
dc.subject secondary education en
dc.subject technology en
dc.title The role of a high school one-to-one laptop initiative in supporting content area literacy, new literacies, and critical literacy en
dc.type Dissertation en
dc.description.degree Doctor of Philosophy en
dc.description.level Doctoral en
dc.description.department Curriculum and Instruction Programs en
dc.description.advisor Marjorie R. Hancock en
dc.subject.umi Education, Reading (0535) en
dc.subject.umi Education, Secondary (0533) en
dc.subject.umi Education, Technology (0710) en
dc.date.published 2008 en
dc.date.graduationmonth December en

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