The unspoken heard : a critical analysis of race and language in digital learning platforms
Abstract/Contents
- Abstract
- Recent national attention on digital technology has led many to question how new technology can truly enhance students' learning as it transforms classrooms and curricula. Scholars, school leaders, and teachers who rush to integrate the 'best' technology in both formal and informal learning spaces often overlook the ways that race, language, and culture shape the digital learning platforms and tools that they give students. This research seeks to expand upon contemporary frameworks for understanding multimedia learning and racial priming, by exploring how race and language influence student learning. To explore these topics empirically, I crafted the following research questions to guide my dissertation: 1) What can we learn from students' productions when they are given options to design their own digital texts? What patterns do we find in terms of the images, voices, and cultural attributes they select when given power over design decisions? 2) How does giving students opportunities to design visual content in interactive digital science textbooks influence their sense of agency? 3) How does variance in the visual representation of racial characteristics and language delivery within interactive digital textbooks influence student's learning (as measured by digital assessments)? 4) How does matching interactive digital history textbook characters' racial identity with that of students' races influence those learners' sense of belonging and engagement with the subject matter? Specifically, this dissertation examines students' use of digital books, and analyzes quantitative data from unit assessments to track academic development— linking it back to targeted culturally responsive multimedia content that students added to digital history books. Qualitative analyses examined data from audio and video observations of the deployment of a digital e-book unit, assessment feedback from both teachers and students, and interviews discussing the impact of culturally responsive content found in the curriculum. This study seeks to further develop a theory for multimedia pedagogy to help digital content providers and educators to more effectively consider race, language, and culture in the development of digital education content that supports student learning.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2017 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Edouard, Kareem |
|---|---|
| Associated with | Stanford University, Graduate School of Education. |
| Primary advisor | Brown, Bryan Anthony |
| Primary advisor | Pea, Roy D |
| Thesis advisor | Brown, Bryan Anthony |
| Thesis advisor | Pea, Roy D |
| Thesis advisor | Antonio, Anthony Lising, 1966- |
| Thesis advisor | Barron, Brigid |
| Advisor | Antonio, Anthony Lising, 1966- |
| Advisor | Barron, Brigid |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Kareem Edouard. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2017. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2017 by Kareem Edouard
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Also listed in
Loading usage metrics...