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- All Subjects: Technology Adoption
- Creators: Beardsley, Audrey
Description
This multilevel, institutional case study used ethnographic methods to explore the intersections of local language policies and emergent bilingual students’ identities in dual language and structured English immersion (SEI) classrooms at one urban elementary school. Using a sociocultural policy approach as means to explore the ways that educational language policies are appropriated and practiced in schools and classrooms and an intersectional literacy identity framework, I engaged in a multilevel qualitative analysis of one school, two fifth-grade classrooms, and four focal emergent bilingual students. At the school and classroom levels, I sought to understand the ways educators practiced and enacted language policies as well as how they conceptualized (bi)literacy for emergent bilingual students. At the student level, I engaged in identity-text writing sessions designed around student interests yet aligned with the opinion/argumentation writing style the students were working on in class at the time of data collection. Additionally, I conducted one-on-one interviews with the participants at each level of analysis (i.e. school-level, classroom-level, and student-level). The primary data analysis sources included participant interviews, classroom observations, and student identity-text artifacts.
Findings highlight the dynamic in-school and classroom-level realities of emergent bilingual students in an Arizona educational-language policy context. Specifically, at the school level, there was an ongoing tension between compliance and resistance to state-mandated policies for emergent bilingual students. At the school and classroom levels, there were distinct differences in the ways students across the two classrooms were positioned within the larger school environment as well as variation surrounding how language and culture were positioned as a resource in each classroom context. The role of teachers as language policymakers is also explored through the findings. Analysis of student texts revealed the centrality of intersectional student identities throughout the writing processes. The discussion and conclusions more broadly address implications for educational practice, policy, and future research directions.
Findings highlight the dynamic in-school and classroom-level realities of emergent bilingual students in an Arizona educational-language policy context. Specifically, at the school level, there was an ongoing tension between compliance and resistance to state-mandated policies for emergent bilingual students. At the school and classroom levels, there were distinct differences in the ways students across the two classrooms were positioned within the larger school environment as well as variation surrounding how language and culture were positioned as a resource in each classroom context. The role of teachers as language policymakers is also explored through the findings. Analysis of student texts revealed the centrality of intersectional student identities throughout the writing processes. The discussion and conclusions more broadly address implications for educational practice, policy, and future research directions.
ContributorsBaca, Evelyn Concepción (Author) / Jimenez-Silva, Margarita (Thesis advisor) / Artiles, Alfredo (Committee member) / Beardsley, Audrey (Committee member) / Casanova, Saskias (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this study was to evaluate the role a peer-driven technology acceptance model (PDTAM) in the form of a Community of Practice (CoP) played in assisting users in the acceptance of Trellis technologies at the University of Arizona. Constituent Relationship Management (CRM) technologies are becoming more common in higher education, helping to track interactions, streamline processes, and support customized experiences for students. Unfortunately, not all users are receptive to new technologies, and subsequent adoption can be slow. While the study of technology adoption literature provides insight into what motivates individuals to accept or reject new technologies, used herein was the most prevalent technology adoption theory – the Technology Acceptance Model (TAM; Davis, 1986). I used TAM to explore technology acceptance more spec user’s Perceived Ease of Use (PEU) and Perceived Usefulness (PU). In this MMAR study, I used TAM (Davis, 1986) as well as Everett Roger’s (1983) Diffusion Innovation Theory (DOI) to evaluate the impact of the CoP mentioned above on user adoption. Additionally, I added Perceived Value (PV) as a third construct to the TAM. Using pre-and post-intervention surveys, observation, and interviews, to both collect and analyze data on the impacts of my CoP intervention, I determined that the CoPs did assist in more thoroughly diffusing knowledge share, which reportedly led to improved PEU, PU, and PV in the treatment group. Specifically, the peer-to-peer mentoring that occurred in the CoPs helped users feel empowered to use the capabilities. Additionally, while the CoPs reportedly improved PEU, PU, and PV, the peer-to-peer model and the Trellis technologies still have not matured enough to realize their total value to campus.
ContributorsHodge, Nikolas (Author) / Beardsley, Audrey (Thesis advisor) / Neumann, William (Committee member) / Wolf, Leigh (Committee member) / Arizona State University (Publisher)
Created2022