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Second language immersion, integrated curriculum, constructivism, and information technology: A case study of the blending of frames through the lens of information technology
DISSERTATION

, University of Oregon, United States

University of Oregon . Awarded

Abstract

Information technology is a key component of the changes needed to transform the learner from a consumer to producer of information. By describing the essential components of an elementary language immersion school, this study offers a blueprint for other schools to use as they restructure the way they provide successful learning opportunities for students and actualize the intent of school reform. It contributes to the search for the new meaning for education by examining technology's role in the blending of four frames: (1) second language immersion, (2) constructivist theory, (3) integrated curriculum, and (4) information technology—to create an effective learning environment for students. While a number of empirical studies about the role of the four individual frames have taken place in the past, there has been little published about information technology as an integrated component of a whole program rather than an isolated component. Therefore, this research focused on and constructed a story of learning through the lens of information technology. Each of the four frames is defined independently in the context of education. However, because finding meaning is a synergistic process, this study did not directly or continually address each frame separately.

This study took place in two phases. During Phase I, archives were analyzed in order to trace the school's information technology growth and historical development in relation to the other three frames. The information was described “thickly” (Geertz, 1973) and organized using a chronological timeline of growth.

During Phase II, focus groups and individual interviews were conducted with staff and parents in order to generate additional data that captured emic perspectives. Ongoing reflexivity with the data and participants added to my analysis providing deeper and thicker descriptions.

This study validated the assertion that the educational process is enhanced by a technology-rich environment creating a dynamic, interpersonal learning experience for teacher and students alike. It is one example of how a school moves from the rhetoric of restructuring to the reality of “empowering all children to function effectively in their future, a future marked increasingly with change, information growth, and evolving technologies.” (NETS 2000)

Citation

Ketterer, K.A. Second language immersion, integrated curriculum, constructivism, and information technology: A case study of the blending of frames through the lens of information technology. Ph.D. thesis, University of Oregon. Retrieved March 24, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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