Examining Technological Disparities and Instructional Practices in English Language Arts Classroom: Implications for School Leadership and Teacher Training

Examining Technological Disparities and Instructional Practices in English Language Arts Classroom: Implications for School Leadership and Teacher Training

Holim Song (Texas Southern University, USA), Terry Kidd (University of Texas Health Science Center, USA) and Emiel Owens (Texas Southern University, USA)
DOI: 10.4018/978-1-60960-150-8.ch020
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Abstract

A considerable amount of research has been conducted about technological disparity within various classroom instructional practices; yet educators have concerned about the chronic underachievement of students in urban school settings. In order for technology to have its greatest impact on our educational system, teachers and student must not only access to technology, but access to technology in a contextual matter that is culturally relevant, responsive and meaningful to their educational practice. Results of this study revealed that socioeconomic status of the school still plays an important role in how well teacher are trained and their ability to integrate technology in the classroom. This study provides a platform for discussion on technology and instructional practices within urban school and to offer recommendations as we begin to rethink technological disparities and the intentional and unintentional affects on instructional practices.
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Review Of Literature

English education is an area where technology has the potential to revolutionize the classroom. Whether or not technology should be in the classroom is no longer an issue, the major challenge facing teachers today is how to effectively use technology to help students learn and become activity involved in the learning process (Tulloch, 2000). The use of technology cannot make an impact on learning unless teachers find creative ways to implement technology in their teaching. For this to happen, teachers must be properly trained on how to infuse technology into classroom curriculum and instructional practices. The rise and use of educational technology in the 21st century has become one of the dominant issues and challenges facing diverse communities, business and industry, educational arenas and the larger U.S. society as a whole. Amidst the euphoria and craze over the power and the potential of information and communication technology has to transform the way we learn, the ways in which we communicate, and the ways in which society functions, there is an increasing debate as to who has access and the consequences of access to full participation in a democratic U.S. society. This debate has particular implication for classroom instruction.

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