Updated Dissertation Outline

Restructuring High School Math Learning Spaces with Interactive Technology and Transformative Pedagogy

Roland Lucas

CUNY Graduate Center

Dissertation Outline

Abstract

Worldwide technological capacity is growing exponentially, and in doing so it increases human memory sense perception, data search, retrieval and processing powers. Our collective human power of analysis and synthesis supersedes that of any previous era due to technological advances. Transnational businesses with local reach are ever employing these leading edge technology tools, and are increasingly requiring that their workforce, even the low skilled worker, have competencies for using them. Students can hardly keep up with this exponential growth of data processing speed and knowledge production. Certainly our public schools in urban areas fall far short overall in preparing our youth to meet these demands, due in large part to outdated teaching methods and insufficient resources. If there are advances, in teaching methods and resources, these advances tend to have a linear growth rate, whereas what is needed is an exponential or radical growth rate to match the exponential demands of a modern workforce. One means of helping students to adapt is to fight fire with fire; use technology to help them keep up with technological advances. Students attending our urban public schools have already immersed themselves into technology to varying degrees in their activities outside of formal school settings. Leveraging this social and knowledge capital in more formal educational public school settings is one means of enhancing their academic learning experiences and narrowing the achievement gaps they face.

          I.     Chapter 1 – Multi Level And Relational Perspectives

  1. The Urgency of the Matter
  2. Integral knowledge, Being and view: Perspectives backing transformation of habitus in public schoolS

i.     Integral VS Partial Knowledge

ii.     Social Application of The Unified Field Theory

iii.     Transformation | Reproduction | Agency | Structure | Production | Creation – Multilectic Aspects of Social Life in Public Schools

  1. Relations between Culture, Education and Social Transformation
  2. Similarities in Turner, Sewell and Collins on multi-level analysis of events.
  •  Whole / Part relational analysis

3. Educational Transformation, From Meso to Maco Structures

        II.     Chapter 2 – Multi-Theoretical Framework

  1. Extending James Gee’s Ideas On What Video Games Teaches Us About Learning
  2. Bakhtin’s Dialogical Discourse and Identity Development
  3. Leveraging Cultural Capital

i.     Reaching for Collective Goals

ii.     Discourse on Difference

iii.     Attributes of Empowering Pedagogy

  1. Cultural Historical Activity Theory – Framing My Unit of Analysis

      III.     Chapter 3What Youth On-line Activity Teach Us About Learning

  1.  On-line practices

i.     “Hanging-out”

ii.     “Messing Around”

iii.     “Geeking out”

  1. Interests and Positive Sanctions
  2. Solidarity
  3. Teachers leveraging student on-line competencies

      IV.     Chapter 4 – Using Interactive Technologies to Create a Multiplier Effect of Meaning Potential

  1. What the Computer Field Taught Me About Education

i.     Standards       

ii.     Groupware

iii.     Maintainability & Extensibility

  1. Scaffolding And Powerful Modeling Technology Tools
  2. Modeling and Feedback in Collaborative Learning Spaces
  3. Creating a Multiplier Effect of Knowledge Capital

i.     file:///Users/rlucas/Desktop/meaningpotential2.html

        V.      Implementing 21st Century Technology Skills in Math Classes

  1. Essential Aspects of an Interactive Learning Environment
  2. Practices of Using Interactive Technologies in H.S. Math Classes
  3. Assessing for 21st Century Skills in Math Classes

      VI.     Chapter 5: Methods of the Methodologies

  1. Study of My High School Math Classes
  2. Discourse Analysis Within a Cultural Context

i.     The levels of thematic patterns in the dialogue

  1. Micro data analysis
  2. Research Questions and Authenticity Checks

e.   Research Findings In My Math Classes.

    VII.     Opportunities for Further Revelation

  1. Third Space Contradictions
  2. Passivity
  3. Generalizability

i.     Ripple Effect of Micro-Level Transformative Education On Macro-Level Structures

References

 

Bakhtin, M. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin (C. Emerson, & M. Holquist, Trans.). Austin, Texas: University of Texas Press.

Bakhtin, M. M. (1986). Speech genres and other late essays (V. W. McGee, Trans. Vol. 9). Austin, Texas: University of Texas Press.

Bourdieu, P. (2000). Cultural reproduction and social reproduction. In R. Arum & R. Beattie (Eds.), The structure of schooling: Readings in the sociology of education (pp. 56-68). Mountain View, CA: Mayfield Publishing Company.

Collins, R. (2004). Interaction ritual chains. Princeton, NJ: Princeton University Press.

El-Haj, T. R. A. (2006). Elusive justice. Wrestling with difference and educational equity in everyday practice. New York and London: Routledge.

Gay, G. (2000). Culturally responsive teaching: Theory, practice, & research. (p. 21) New York: Teachers College Press.

Gee, J. (2007). What video games have to teach us about learning? New York, NY: Palgrave Macmillan.

Hooks, B. (1994). Teaching to transgress. Education as the practice of freedom (p29). New York and London: Routledge.

Bransford, J.D., Brown, A.L. & Cocking, R.R., Editors. How People Learn. Commission on Behavioral and Social Sciences and Education, Chapter 9. Washington, D.C.: National Academy Press, 2007.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

Lisbeth Amhag , Anders Jakobsson (2008). Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues. Computers & Education 52, 656–667.

Martin, D. B. (2007). Beyond missionaries or cannibals: Who should teach mathematics to African American children?. High School Journal, 91(1), 6-28.

Roth, W-M., & Tobin, K. (Eds.) (2007). Science, learning, and identity: Sociocultural and cultural-historical perspectives. Rotterdam, NL: Sense Publishing.

Scheff, T., Microsociology: Discourse, Emotion, and Social Structure. The University of Chicago Press, Ltd London.

Turner, K. (2007). Human emotions: A sociological theory. (p. 73). New York, NY: Routeledge.

Wolff-Michael Roth and Yew-Jin Lee. Review of Educational Research, Vol. 77, No. 2 pp. 186-232

Tobin, K. (2010). Global reproduction and transformation of science education. Cult Stud of Sci Educ DOI 10.1007/s11422-010-9293

Tobin, K. (Ed.). (2007). Teaching and Learning Science: A Handbook. (Paperback version)–New York: Rowman & Littlefield.

Wolff-Michael Roth and Yew-Jin Lee (Jun., 2007). “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory. Review of Educational Research, Vol. 77, No. 2 pp. 186-232

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