The recent evolution of ICTs has sparked a catalyst of action that has led the way to the creation of innovative user experiences and created a climate for on demand learning anytime and anywhere. These experiences, at both the individual and collective level, have expanded student access and interaction to information in a way that would have been unconceivable years ago. Students who are learning English for the first time, better known as English learners (ELs), make up a greater proportion of the K-12 population than ever before. Georgia specifically has experienced a 291% growth of ELLs from 1995 to 2005. ELs, relative to their English-speaking peers, underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education. Technology can help these students make connections to relevant educational topics while working simultaneously to acquire a second language. This study analyzed whether participation in digital storytelling and photo voice, as a method of photo analysis, can enhance academic intrinsic motivation and perceived language acquisition in these English learners.
","abstract_html":"<p>The recent evolution of ICTs has sparked a catalyst of action that has led the way to the creation of innovative user experiences and created a climate for on demand learning anytime and anywhere. These experiences, at both the individual and collective level, have expanded student access and interaction to information in a way that would have been unconceivable years ago. Students who are learning English for the first time, better known as English learners (ELs), make up a greater proportion of the K-12 population than ever before. Georgia specifically has experienced a 291% growth of ELLs from 1995 to 2005. ELs, relative to their English-speaking peers, underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education. Technology can help these students make connections to relevant educational topics while working simultaneously to acquire a second language. This study analyzed whether participation in digital storytelling and photo voice, as a method of photo analysis, can enhance academic intrinsic motivation and perceived language acquisition in these English learners.</p>","abstract_has_math":false,"creators":["Wright, Judy A."],"institution":null,"degree_name":"Doctor of Education in Instructional Technology (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Linda Shuford Evans","Julia S. Fuller","Patricia Alvarez McHatton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-06-01T07:00:00Z","date_published":"2015-06-01T07:00:00Z","updated_at":"2026-07-24T02:43:00Z","subjects":["digital storytelling","photovoice","information and communication technologies","english language learners","elementary","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/etd/669","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Linda Shuford Evans","Julia S. Fuller","Patricia Alvarez McHatton"]},{"key":"dc:creator","label":"Author","values":["Wright, Judy A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-11-15T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Instructional Technology (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["digital storytelling","photovoice","information and communication technologies","english language learners","elementary","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/etd/669"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The recent evolution of ICTs has sparked a catalyst of action that has led the way to the creation of innovative user experiences and created a climate for on demand learning anytime and anywhere. These experiences, at both the individual and collective level, have expanded student access and interaction to information in a way that would have been unconceivable years ago. Students who are learning English for the first time, better known as English learners (ELs), make up a greater proportion of the K-12 population than ever before. Georgia specifically has experienced a 291% growth of ELLs from 1995 to 2005. ELs, relative to their English-speaking peers, underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education. Technology can help these students make connections to relevant educational topics while working simultaneously to acquire a second language. This study analyzed whether participation in digital storytelling and photo voice, as a method of photo analysis, can enhance academic intrinsic motivation and perceived language acquisition in these English learners.
"]},{"key":"dc:title","label":"Title","values":["Through the Looking Glass: A Case Study of Photovoice and Digital Storytelling with Fourth Grade English Learners"]}]}],"canonical_facts":{"dc:contributor":["Linda Shuford Evans","Julia S. Fuller","Patricia Alvarez McHatton"],"dc:creator":["Wright, Judy A."],"dc:date.available":["2015-11-15T08:00:00Z"],"dc:description.abstract":["The recent evolution of ICTs has sparked a catalyst of action that has led the way to the creation of innovative user experiences and created a climate for on demand learning anytime and anywhere. These experiences, at both the individual and collective level, have expanded student access and interaction to information in a way that would have been unconceivable years ago. Students who are learning English for the first time, better known as English learners (ELs), make up a greater proportion of the K-12 population than ever before. Georgia specifically has experienced a 291% growth of ELLs from 1995 to 2005. ELs, relative to their English-speaking peers, underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education. Technology can help these students make connections to relevant educational topics while working simultaneously to acquire a second language. This study analyzed whether participation in digital storytelling and photo voice, as a method of photo analysis, can enhance academic intrinsic motivation and perceived language acquisition in these English learners.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/etd/669"],"dc:subject":["digital storytelling","photovoice","information and communication technologies","english language learners","elementary","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Educational Methods"],"dc:title":["Through the Looking Glass: A Case Study of Photovoice and Digital Storytelling with Fourth Grade English Learners"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Instructional Technology (Ed.D)"]},"updated_at":"2026-07-24T02:43:00Z"}