When the learner is in charge: Technological literacy patterns in student-generated projects for fifth graders

Dorothy Valcarcel Craig, Tennessee State University

Abstract

This study examined five cases consisting of various configurations of upcoming fifth graders during a four-week summer technology institute while students engaged in self-generated inquiry in a lab setting with Internet capabilities. The researcher became a participant observer in collecting primary and secondary data. Findings show significant differences between male and female participants in the areas of technological literacy, work patterns, group preferences and project design. "Computer Talk" emerged as a major finding indicating that student interaction is essential when engaging in technology-enhanced inquiry pursuits. Using the constant comparative method of data analysis, two major categories emerged: (a) Patterns of Technological Literacy and (b) Inquiry Discoveries. These emergent categories assisted the researcher in offering insights to classroom teachers regarding student inquiry, Internet use, planning for instruction and integrating technology into daily classroom practices. ^

Subject Area

Education, Elementary|Education, Teacher Training|Education, Technology of|Education, Curriculum and Instruction

Recommended Citation

Dorothy Valcarcel Craig, "When the learner is in charge: Technological literacy patterns in student-generated projects for fifth graders" (1997). ETD Collection for Tennessee State University. Paper AAI9821867.
http://digitalscholarship.tnstate.edu/dissertations/AAI9821867

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