Please use this identifier to cite or link to this item:
|Title:||Technology Fluency as Cultural Practice: Bridging Local Understandings in a Diverse Learning Environments|
|Publisher:||International Society of the Learning Sciences|
|Citation:||DeGennaro, D. (2006). Technology Fluency as Cultural Practice: Bridging Local Understandings in a Diverse Learning Environments. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 120-126). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||This paper offers an expanded definition of technology fluency that includes the ability to use technology in and across communities. The study is a qualitative case study of a self- initiated digital divide intervention. Specifically, the intervention described merges privileged students from a private suburban high school (instructors) with inner-city youth from an impoverished neighborhood (learners) in a web-design course. The question for this research asks in what way do technology-experienced instructors bridge local understandings of technology learning to successfully engage technology-novice learners? Using a theoretical framework drawn from cultural sociology, this study examines the development of the instructors' technology fluency by bringing attention to the transformation of instructor schemas and practices as they interact with learners throughout the course. The intention is not only to illuminate the "what and how" of change but also to offer explanations as to why.|
|Appears in Collections:||ICLS 2006|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.