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UBC Theses and Dissertations

Technology and secondary English education Vratulis, Vetta


U.B.C. as well as many secondary schools in Vancouver have invested in the potential of technology. Research reveals, however, that even when there is sufficient access, far too many English teachers are not effectively using technology as a learning &/ or teaching resource. Perhaps this is because they are not equipped with the necessary skills to effectively use technology in the classroom. This three month study explores how three English teachers at an urban secondary school in Vancouver are presently experiencing the use of technology in their classrooms. Qualitative methods were used to generate, analyze and report data. Data collection included formal and informal discussions, interviews, extensive field notes and the observation of classes. This study discloses the factors which have most significantly facilitated and inhibited the implementation of technology in these teachers' teaching contexts. This research also provides an account of these teachers' perspectives of how the B.Ed, program at U.B.C. can equip pre-service teachers for the challenges and potential of integrating technology into secondary English classrooms.

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