Urban middle school students and the development of cultural literacy: A performatory approach to teaching, learning and technology
Item
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Title
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Urban middle school students and the development of cultural literacy: A performatory approach to teaching, learning and technology
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Identifier
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d_2009_2013:4a4c6985df15:10122
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identifier
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10226
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Creator
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Martinez, Jaime E.,
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Contributor
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Kenneth Tobin
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Date
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2009
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational technology | Elementary education | Secondary education | leadership | learning | middle school | performance | teaching | technology
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Abstract
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This auto-ethnography describes the development of exemplary teaching practices in the context of an urban middle school technology class with a socially and culturally diverse student population. The teaching practice that was studied was situated in a learning community of approximately 250 middle school students in New York City between 2007 and 2008. This study documents, through the use of vignettes, the development of everyday practices of using performance and technology as tools in the creation of technology infused learning environments that support the cultural literacy and social development of students and increases teacher responsiveness and receptivity to students.;This account reveals that a performatory approach to teaching and learning creates an environment where learners become aware that they are learners and encourages risk taking, collaboration, creativity, and individual responsibility for supporting learning environment that is created. When enacted through the framework of cultural historical activity theory (CHAT), the teaching activity concerns itself with the activities that the members of the learning community are engaged in, the social relationships that give rise to and are produced by those activities, the historical development that is taking place, and the role that cultural artifacts (language, computer technology, school policies) play in the creation and development of the learning community. This approach achieved positive impact on teaching and learning within urban school settings that include high population density, cultural diversity and other issues that are specific to urban centers that are focal points in globalization. The study used an ethnomethodological analytic lens to view video taped performances, field notes, and artifacts (student and teacher) as resources in giving accounts, providing rationale, and describing activities, and meanings in learning environments that were created.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Urban Education
