NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1100691
Record Type: Journal
Publication Date: 2016-Jun
Pages: 22
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-0042-0972
Web 2.0 Technologies and Parent Involvement of ELL Students: An Ecological Perspective
Shin, Dong-shin; Seger, Wendy
Urban Review: Issues and Ideas in Public Education, v48 n2 p311-332 Jun 2016
This study explores how ELL students' parents participated in a blog-mediated English language arts curriculum in a second grade classroom at a U.S. urban school, and how they supported their children's learning of school-based writing. Adopting ecological perspectives on technological affordances, this study views digital literacy as discursive practices that are shaped by one's social, cultural, and political access, as well as material access. The findings indicate that parents used blogging to support their children's academic and social goals, bringing expanded audiences and meaningful purposes to school writing. However, their linguistic and cultural capital related to Web 2.0 technologies generated different levels of participation and affordances. The study contends that parental involvement through Web 2.0 technologies needs to be critically examined, in consideration of discursive factors operating in the contexts in which those technologies are used.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A