Open AccessSilly Putty: Mobilization of the Known Across Technology-Enhanced Learning Spaces
Author(s) -
Melanie Wong
Publication year - 2021
Publication title -
language and literacy
Language(s) - English
Resource type - Journals
ISSN - 1496-0974
DOI - 10.20360/langandlit29552
Subject(s) - affordance , ell , mathematics education , thematic analysis , pedagogy , sociology , psychology , teaching method , computer science , qualitative research , human–computer interaction , vocabulary development , social science
In technology-enhanced classrooms, due to the affordances of technologies, English Language Learners (ELLs) are moving between learning spaces; boundaries are never clear. Questions arise with regards to how students’ non-sanctioned experiences might mediate classroom learning. Using a multiliteracies (New London Group, 2000) and learning by design (Cope & Kalantzis, 2015) theoretical lens, this ethnographic case study explores the technology-enhanced learning experiences of Grade 6 ELLs. Data including field observations, artifacts, and interviews were analyzed using thematic analysis (Saldaña, 2016). Findings of this study indicate that ELL students were engaged in learning experiences that encouraged them to mobilize their known (knowledge) across learning spaces.