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Technology Resolved: An Ethnographic Approach To Instructional Design Within Urban Middle School Debate, Dana Bryant
Middle-Secondary Education and Instructional Technology Dissertations
Technology literacy is the latest achievement benchmark for 8th grade public school students under No Child Left Behind (NCLB). Although necessary for contemporary academic and professional success (Selfe, 1999; Pearson & Young, 2002), this benchmark is at odds with the legacy and current state of social inequities within American public education, as all students have not been provided with equal opportunities for engaging and safe learning environments (Kozol, 1991; Darling-Hammond, 2006)—much less technology enabled ones. The purpose of this qualitative study was to design culturally informed technology activities for urban middle school students in the Computer Assisted Debate (CAD) after school program and then observe the consequences of these activities within the community. The guiding research questions are: (1) What occurs in a CAD program community when an ethnographic approach to instructional design is implemented? (2) What is ...