Alternatively certified teacher and technology: Agency|structure dialectic integration of technologically mediated instructions to improve literacy by creating comic books in a special education learning community
Item
-
Title
-
Alternatively certified teacher and technology: Agency|structure dialectic integration of technologically mediated instructions to improve literacy by creating comic books in a special education learning community
-
Identifier
-
d_2009_2013:a7b500c76a31:10074
-
identifier
-
10069
-
Creator
-
Wilson, Eydie,
-
Contributor
-
Kenneth Tobin
-
Date
-
2009
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Educational technology | Teacher education | Special education | alternatively certified teacher | comic books | deceptive accessibility | New York City District 75 | technologically mediated instruction | technology
-
Abstract
-
The United States Department of Education is increasingly looking toward technology as a means to improve student academic achievements in schools. This auto/ethnographical and auto/biographical brings to the foreground issues of identity, culture, and equity as it documents my collaborative journey as an alternatively certified, highly qualified teacher with Brock and Stewie, students educated in a general education class and receive special education services in a socio economically challenged New York City District 75 1 school, as they integrate technologically mediated instruction through the creation of comic books as a teaching tool to improve their literacy. By describing and exploring patterns of cultural enactment (and contradictions to those patterns) within our comic book research dialogue group (CBRDG) and school, this study examines how our agency and identity re/construction were afforded or limited by communities of practice and school structures. Our experiences were analyzed on the micro, meso, and macro levels using data sources including videotapes, audiotapes, written reflections, and various other artifacts.;In response to two broad questions, I learned that examining technology integration meant addressing the very core of what it meant to be an alternatively certified special education teacher and students labeled with a disability in an urban public school. At times, Brock, Stewie, and I found it difficult to re/construct our identities in settings where we were pulled in different directions at once. As the teacher with strong technology knowledge, skills, and a community of computer users for support, I needed to address urban schooling issues of outdated computer equipment and access to it. As inclusion students, Brock and Stewie had to navigate and function in more than one school to be active members of CBRDG. By utilizing CBRDG (dialogue discussions and technology instructions) as tools for cultural enactment, I show how Brock and Stewie transform and emerge as coteachers. I also began to see CBRDG's members in a new light as they interacted with technology practices to support both personal and collective learning.;1District 75 is a separate school district that provides citywide educational, vocational, and behavior support programs for students who are on the autism spectrum, severely challenged, and/or multiply disabled. District 75 consists of 56 school organizations, home and hospital instruction, and vision and hearing services. The schools and programs are located at more than 350 sites in the Bronx, Brooklyn, Manhattan, Queens, Staten Island and Syosset, New York. The mission of District 75 is to provide appropriate standards-based educational programs, with related service supports, to approximately 23,000 students with severe challenges, commensurate with their abilities.
-
Type
-
dissertation
-
Source
-
2009_2013.csv
-
degree
-
Ph.D.
-
Program
-
Urban Education
