Infusing Technology into Urban and Suburban English Language Arts Classrooms
Abstract: This study compares the ways in which four urban and four suburban pre-service teachers of English use technology to help adolescent learners improve their literacy skills. During the spring of 2009 this researcher supervised eight student teachers in eight diverse urban and suburban pubic and parochial secondary schools in order to determine the extent to which they were able to access and use technology to help their students become more effective readers and writers. Results suggest that, due to a variety of catalysts and barriers, suburban English teachers had a modest advantage over their urban counterparts with respect to technology access and use in their classrooms, and a more notable advantage with respect to the access and use of social networking and Web 2.0 technologies. Results also reveal that technology helped adolescent learners become more critical readers and writers who engaged more deeply with books and other electronic texts.
Presider: Dale Hoskisson, Valley City State University, retired