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ERIC Number: ED561850
Record Type: Non-Journal
Publication Date: 2013
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-2101-3
Student Technology Use for Powerful Learning
Heidenrich, Carol
ProQuest LLC, Ed.D. Dissertation, Northeastern University
Technology has evolved as a valuable information and communication tool. In our knowledge and information society, students with information and communication technology (ICT) competence will be prepared for success. Teacher pedagogy and student learning have to change to fully integrate technology into the curriculum. Students may not have computers at home; teachers lacking adequate skills may prevent optimal use of technology for learning; students may not build ICT competence prior to high school graduation. The question focusing this research is, "In what ways have students experienced the use of technology tools for engaging in powerful learning experiences during the school day and outside of school?." The problem of practice concentrates on students' powerful learning experiences connected to technology use. I conducted an interview- and focus group-based qualitative study to examine this problem of practice. The theoretical component of this study comprised critical theory and online theory. The literature informed my inquiry leading to this study to understand the practices that build technology competence, how technology is being used in the classroom, and changing outdated classroom practices to fully integrate technology. The student voice was chosen for data gathering in this study. To provide the data analyzed for this study, 16 high school students participated in five semistructured interviews and two focus groups. The major themes revealed in the data related to technology fostering independent and interdependent learning; the importance of teacher skill and comfort with technology; and the impact of technology access on opportunities for powerful learning. The study had three findings: (1) technology is more effective when infused into instruction for learning than when used as an isolated tool; (2) access to technology impacts access to knowledge and learning; (3) differential access to technology has social equity and justice implications. Among the study's recommendations were efforts to collaborate with students in school technology initiatives, reconfigure Internet content filters to unblock valuable learning resources for students, provide access to collaboration tools for instruction, and use a professional learning community for staff integration of technology. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A