A Qualitative Study Exploring Technology as a 21st Century Culturally Responsive Teaching (crt) Strategy in an At-risk Middle School Classroom
Open Access
Author:
Mackay, Hannah E
Area of Honors:
Interdisciplinary in English and Secondary Education
Degree:
Bachelor of Arts
Document Type:
Thesis
Thesis Supervisors:
Oranee Tawatnuntachai, Thesis Honors Advisor Dr. Martha Jean Strickland, Thesis Supervisor Jaelyn Renee Farris, Faculty Reader
Keywords:
Teacher-Student Relationships Culturally Responsive Teaching CRT Self-disclosure technology in the classroom
Abstract:
In light of increasing demographic and technological shifts and changes, teachers now face the dual challenges of cultural and digital differences in their classrooms as they attempt to build relationships with students and make instruction responsive and relevant to students’ lives. At the core of Culturally Responsive Teaching (CRT) (Villegas & Lucas, 2002), teachers are urged to know students well in order to be better equipped to connect students’ home and school contexts so instruction is meaningful to ethnically and racially diverse students. The present study aimed to contribute to research by investigating how technology, specifically student-created iPod videos, can serve as a 21st Century tool for culturally responsive teachers aiming to build positive relationships with students within the increasingly diverse context of the classroom. The teacher and student narratives revolving around the iPod videos revealed an apparent home-school disconnection. The findings of this study revealed that bridging home and school is more complex than simply inviting students’ lives into the classroom. Although the teacher attempted to make connections through self-disclosure, he unintentionally shifted focus away from student lives and experiences to highlight his own. This study exposes how technology can be a bridge in connecting students’ home and school contexts, but it also uncovers the possible dangers and downsides of teacher self-disclosure.
