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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, Terry Kidd, Emiel Owens
Copyright: © 2011 |Pages: 17
ISBN13: 9781609601508|ISBN10: 1609601505|EISBN13: 9781609601522
DOI: 10.4018/978-1-60960-150-8.ch020
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MLA

Song, Holim, et al. "Examining Technological Disparities and Instructional Practices in English Language Arts Classroom: Implications for School Leadership and Teacher Training." Online Courses and ICT in Education: Emerging Practices and Applications, edited by Lawrence A. Tomei, IGI Global, 2011, pp. 258-274. https://doi.org/10.4018/978-1-60960-150-8.ch020

APA

Song, H., Kidd, T., & Owens, E. (2011). Examining Technological Disparities and Instructional Practices in English Language Arts Classroom: Implications for School Leadership and Teacher Training. In L. Tomei (Ed.), Online Courses and ICT in Education: Emerging Practices and Applications (pp. 258-274). IGI Global. https://doi.org/10.4018/978-1-60960-150-8.ch020

Chicago

Song, Holim, Terry Kidd, and Emiel Owens. "Examining Technological Disparities and Instructional Practices in English Language Arts Classroom: Implications for School Leadership and Teacher Training." In Online Courses and ICT in Education: Emerging Practices and Applications, edited by Lawrence A. Tomei, 258-274. Hershey, PA: IGI Global, 2011. https://doi.org/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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