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ERIC Number: ED556003
Record Type: Non-Journal
Publication Date: 2013
Pages: 252
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-1525-5
Empowering Instructional Practices of Technology Using Teachers of Low-Income African American Students
Cuby Richardson, Crystal
ProQuest LLC, Ph.D. Dissertation, Georgia State University
The purpose of this case study was to investigate the empowering instructional practices of three technology-using teachers in an elementary school populated by low-income African American students. The participants, from Ladson ES, had been teaching a variety of grade levels and had between six and ten years of experience. Over the course of six months the researcher collected data including field observations, interviews, and artifact reviews, such as lesson plans and student assignments. Portions of frameworks of multicultural education, empowering education, and culturally relevant pedagogy were linked to examine and document the teachers' instructional strategies and technology use as it related to empowerment education. Analysis occurred through an iterative process where data was coded and recoded until saturation was reached and themes emerged. Findings from this study indicated that teachers used technology and empowerment as a way to provide exposure, increase self-esteem, and prepare students for their futures. Through a variety of software tools and instructional practices, including cooperative groups, classroom roles, and student discussions students engaged in the learning process and teachers created an environment that was pleasant for student learning and engagement. Students were empowered in a variety of ways: through the use of videos to expose them to different cultures, building of confidence, and use of cooperative groups to help them learn how to work together. The results of this study indicate that teachers would benefit from training on how to integrate technology with multicultural education and how to further instruct for empowerment especially in elementary school classrooms. Additionally, the results also point out the need for more empowerment in classrooms for both teachers and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A