{"id":{"repo_id":"temple","oai_identifier":"oai:scholarshare.temple.edu:20.500.12613/3045"},"canonical_url":"https://search.dev.ndltd.org/etd/temple/oai:scholarshare.temple.edu:20.500.12613/3045","repository":{"repo_id":"temple","name":"Temple University","base_url":"https://scholarshare.temple.edu/server/oai/request"},"display":{"title":"THE IMPACT OF MINDSETS ON LITERACY TEACHING IN HOMESCHOOLING ENVIRONMENTS: A CHAT ANALYSIS","abstract":"The gap between actual and expected use of technology in education prompted an exploration of my suspicions that human thoughts, feelings, and experiences with technology are central to the problem. While many internal factors influence teachers, this study explores the impact Lankshear and Knobel's mindsets have on teachers' decisions to implement digital technologies in education. Specifically I ask how mindsets about knowledge production and technology are mediators of, and mediated by, the activity of literacy teaching and learning in homeschooling environments. I reached over a hundred homeschooling parents through network sampling and a hundred parents submitted a survey designed to place them in one of four quadrants on a grid, assigning them a Mindset 1 rating and Mindset 2 rating. I randomly selected volunteers for each quadrant. I coded and analyzed nineteen interviews according the elements in the Cultural Historical Activity Theory (CHAT) heuristic and Lankshear and Knobel's mindsets. Findings indicate that mindsets do mediate technology use in literacy teaching; educators with high Mindset 1 (M1) ratings engage in more traditional educational methods, using technology for enhancing traditional literacy practices. Educators with high Mindset 2 (M2) ratings only implement technology for transformative practices if they also hold a low M1 rating. Regarding transformative use of technology (an M2 outcome), educational institutions must decide whether they want technology to transform instructional processes, literacy outcomes, or products or both.","abstract_html":"The gap between actual and expected use of technology in education prompted an exploration of my suspicions that human thoughts, feelings, and experiences with technology are central to the problem. While many internal factors influence teachers, this study explores the impact Lankshear and Knobel's mindsets have on teachers' decisions to implement digital technologies in education. Specifically I ask how mindsets about knowledge production and technology are mediators of, and mediated by, the activity of literacy teaching and learning in homeschooling environments. I reached over a hundred homeschooling parents through network sampling and a hundred parents submitted a survey designed to place them in one of four quadrants on a grid, assigning them a Mindset 1 rating and Mindset 2 rating. I randomly selected volunteers for each quadrant. I coded and analyzed nineteen interviews according the elements in the Cultural Historical Activity Theory (CHAT) heuristic and Lankshear and Knobel's mindsets. Findings indicate that mindsets do mediate technology use in literacy teaching; educators with high Mindset 1 (M1) ratings engage in more traditional educational methods, using technology for enhancing traditional literacy practices. Educators with high Mindset 2 (M2) ratings only implement technology for transformative practices if they also hold a low M1 rating. Regarding transformative use of technology (an M2 outcome), educational institutions must decide whether they want technology to transform instructional processes, literacy outcomes, or products or both.","abstract_has_math":false,"creators":["Hyatt, Joanne"],"institution":"Temple University. Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Smith, Michael W. (Michael William), 1954-"],"committee_chairs":[],"committee_members":["Kaplan, Avi","Sullivan, Francis J.","Brooks, Wanda M., 1969-","Schifter, Catherine"],"year":2015,"date_issued":"2015","date_published":"2015","updated_at":"2026-07-27T21:21:02Z","subjects":["Educational technology","Language arts","Chat","Homeschooling","Literacy","Mindsets","Technology"],"languages":["eng"],"rights":["IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available."],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["920555285"],"render_values":[{"text":"920555285","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12613/3045","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Smith, Michael W. (Michael William), 1954-"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Kaplan, Avi","Sullivan, Francis J.","Brooks, Wanda M., 1969-","Schifter, Catherine"]},{"key":"dc:creator","label":"Author","values":["Hyatt, Joanne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-11-04T16:09:40Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-11-04T16:09:40Z"]},{"key":"dc:date.issued","label":"Date","values":["2015"]},{"key":"dc:publisher","label":"Institution","values":["Temple University. Libraries"]},{"key":"dc:type","label":"Dc Type","values":["Text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational technology","Language arts","Chat","Homeschooling","Literacy","Mindsets","Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available."]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["920555285"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12613/3045"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The gap between actual and expected use of technology in education prompted an exploration of my suspicions that human thoughts, feelings, and experiences with technology are central to the problem. While many internal factors influence teachers, this study explores the impact Lankshear and Knobel's mindsets have on teachers' decisions to implement digital technologies in education. Specifically I ask how mindsets about knowledge production and technology are mediators of, and mediated by, the activity of literacy teaching and learning in homeschooling environments. I reached over a hundred homeschooling parents through network sampling and a hundred parents submitted a survey designed to place them in one of four quadrants on a grid, assigning them a Mindset 1 rating and Mindset 2 rating. I randomly selected volunteers for each quadrant. I coded and analyzed nineteen interviews according the elements in the Cultural Historical Activity Theory (CHAT) heuristic and Lankshear and Knobel's mindsets. Findings indicate that mindsets do mediate technology use in literacy teaching; educators with high Mindset 1 (M1) ratings engage in more traditional educational methods, using technology for enhancing traditional literacy practices. Educators with high Mindset 2 (M2) ratings only implement technology for transformative practices if they also hold a low M1 rating. Regarding transformative use of technology (an M2 outcome), educational institutions must decide whether they want technology to transform instructional processes, literacy outcomes, or products or both."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed.D."]},{"key":"dc:title","label":"Title","values":["THE IMPACT OF MINDSETS ON LITERACY TEACHING IN HOMESCHOOLING ENVIRONMENTS: A CHAT ANALYSIS"]}]}],"canonical_facts":{"dc:contributor.advisor":["Smith, Michael W. (Michael William), 1954-"],"dc:contributor.committeemember":["Kaplan, Avi","Sullivan, Francis J.","Brooks, Wanda M., 1969-","Schifter, Catherine"],"dc:creator":["Hyatt, Joanne"],"dc:date.accessioned":["2020-11-04T16:09:40Z"],"dc:date.available":["2020-11-04T16:09:40Z"],"dc:date.issued":["2015"],"dc:description.abstract":["The gap between actual and expected use of technology in education prompted an exploration of my suspicions that human thoughts, feelings, and experiences with technology are central to the problem. While many internal factors influence teachers, this study explores the impact Lankshear and Knobel's mindsets have on teachers' decisions to implement digital technologies in education. Specifically I ask how mindsets about knowledge production and technology are mediators of, and mediated by, the activity of literacy teaching and learning in homeschooling environments. I reached over a hundred homeschooling parents through network sampling and a hundred parents submitted a survey designed to place them in one of four quadrants on a grid, assigning them a Mindset 1 rating and Mindset 2 rating. I randomly selected volunteers for each quadrant. I coded and analyzed nineteen interviews according the elements in the Cultural Historical Activity Theory (CHAT) heuristic and Lankshear and Knobel's mindsets. Findings indicate that mindsets do mediate technology use in literacy teaching; educators with high Mindset 1 (M1) ratings engage in more traditional educational methods, using technology for enhancing traditional literacy practices. Educators with high Mindset 2 (M2) ratings only implement technology for transformative practices if they also hold a low M1 rating. Regarding transformative use of technology (an M2 outcome), educational institutions must decide whether they want technology to transform instructional processes, literacy outcomes, or products or both."],"dc:description.degree":["Ed.D."],"dc:identifier.other":["920555285"],"dc:identifier.uri":["http://hdl.handle.net/20.500.12613/3045"],"dc:language.iso":["eng"],"dc:publisher":["Temple University. Libraries"],"dc:rights":["IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available."],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Educational technology","Language arts","Chat","Homeschooling","Literacy","Mindsets","Technology"],"dc:title":["THE IMPACT OF MINDSETS ON LITERACY TEACHING IN HOMESCHOOLING ENVIRONMENTS: A CHAT ANALYSIS"],"dc:type":["Text"]},"updated_at":"2026-07-27T21:21:02Z"}