Search results for author:"Donna DeGennaro"
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E-Learning Vol. 5, No. 4 (2008) pp. 429–444
This article examines an after-school program entitled Silk City Media Workshop. Briefly, the workshop engages youth in digital storytelling as a means of enhancing both their technology and literacy skills. Transcending these goals, this workshop...
Journal of Transformative Education Vol. 16, No. 3 (2018) pp. 220–245
In Unlocking Silent Histories (USH), Indigenous youth participate in a pedagogical engagement with theoretical roots in critical pedagogy, media studies, and cultural sociology. These frameworks inform how youth participate in a self-directed,...
Journal of Research on Technology in Education Vol. 41, No. 1 (2008) pp. 1–20
Researchers espouse that youth are learning differently than any other generation. Many researchers believe that because youth are leading the way with technology, their technology practices impact the way that they connect with the world around...
Educational Leadership Vol. 68, No. 3 (November 2010) pp. 73–76
Lilla G. Frederick Middle School in the Dorchester area of Boston doesn't just train neighborhood parents how to use technology--it offers families who complete the training a new laptop practically free (for $50.00). What's more, students and...
Journal of Curriculum Studies Vol. 40, No. 3 (June 2008) pp. 329–351
This paper examines the evolving participation of instructors and learners in an after-school web page-design course intended to improve technology practices. Defined here as technology fluency, these practices emerge through a highly fluctuating...
Cultural Studies of Science Education Vol. 4, No. 1 (March 2009) pp. 77–87
We examine the inseparability of one's environment with the elements of adaptation and identity. Specifically, we revisit the Project H.O.M.E. learning environment as we suggest that the entities of adaption and environment are not only binding, but ...