Browsing by Subject "English/Language Arts"
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Item A Phenomenological Exploration of Novice Texas English/Language Arts Teachers' Experiences with Media Literacy(2012-10-19) Huie, Allison MartinThis mixed method study employs a phenomenological methodology to explore the experiences of novice secondary Texas English/Language Arts (E/LA) teachers' who integrated media literacy curriculum within their content area during the 2010-2011 school year. Data relating to the phenomenon was collected through Likert-type survey items and an in-depth three-interview protocol. The key findings in this study highlight the complex relationships that affect novice secondary Texas E/LA teachers' development of curriculum and pedagogy in the context of media literacy education. Participants' backgrounds were found to influence their beliefs and attitudes related to media literacy, which in turn, influenced the way they integrated media literacy curricula. Despite a commonly held belief in the value of media literacy education and intent to integrate media literacy in the E/LA curriculum, participants' confidence in their ability to teach students media literacy skills declined over time. Data suggest that this decrease is attributable to environmental factors such as access to technology resources and the culture and climate of the schools in which the participants teach. The study also finds that participants were insufficiently prepared to teach media literacy in the E/LA classroom and that both participants' teacher preparation program and school districts bear the burden for this deficiency. The findings of this study have specific implications for current educational practice. Schools of education and school districts are appropriately positioned to provide needed, but currently deficient, support to novice E/LA teachers with regard to media literacy integration in the content area. Such support could consist of formal coursework and/or mediated discussion in professional learning communities regarding: media literacy in the standards; technology skills and integration; pedagogical content knowledge related to media literacy education; sources for media literacy self-study and independent professional development; and teaching media literacy skills in technologically under-resourced or hostile environments.Item Teaching the Writing Process through Digital Storytelling in Pre-service Education(2012-07-16) Green, Martha RobisonThis study used a mixed-methods design to determine instructional strategies that best enhance pre-service teachers? valuing of digital storytelling as a method to teach the narrative writing process; to consider how digital storytelling increases pre-service teachers? valuing of the role of reflection in the writing process; and to explore how pre-service teachers? become more aware of the relationship between words and images to convey meaning. The study also considered aspects of the project that result in pre-service teachers valuing digital storytelling to teach the writing process and investigated how engaging in a digital storytelling project helps pre-service teachers better understand the connection between the planning process in the text-based environment and the planning process in the digital environment. Results indicated that constructing digital stories in a supportive learning environment led pre-service teachers to be more aware of the role that reflection plays in writing process and to value digital storytelling as an effective method to teaching writing and integrate digital technology in the classroom. Participating in the project increased pre-service teachers? understanding of the connection between the planning process in the text-based environment and the planning process in the digital environment. Use of a storyboard served as a reflective planning tool that enabled pre-service teacher to better understand the connection between words and images to convey meaning and extended the planning process into the digital environment. Pre-service teachers valued the digital storytelling project as a model for teaching the writing process in the digital environment, as a method for self expression and for sharing stories within a community of learners, and as a strategy for integrating digital technology in the classroom.