{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79938"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79938","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Technological Transformation: A Case Study of Technology Integration in a Foreign Language Program","abstract":"This study intends to provide both naturalistic generalizations and analytical generalizations. With thick descriptions of the contexts and rich information about the participants, the practice of technology integration is analyzed at two levels. The first phase of analysis reveals the complexity of technology integration and discusses the transformation of teaching and learning in the process of technology integration through three major issues: (a) learning a language versus getting a grade, (b) technology integration versus technology adoption, and (c) technology-based discrimination. The second phase of analysis provides a more theoretically based analysis of the case, articulates the theoretical framework, phenomenology of instrumentation, in terms of the data and addresses three major theoretical considerations: (a) hermeneutic relations, (b) background relations and (c) inclinations of technology. As technology integration poses a challenge to the quality of education regarding reaching interiority and intersubjectivity in communication, the analysis concludes with a fourth theoretical consideration, humanness in education, which is grounded upon Ong's works and evaluates the success of technology integration in the framework of humanness.","abstract_html":"This study intends to provide both naturalistic generalizations and analytical generalizations. With thick descriptions of the contexts and rich information about the participants, the practice of technology integration is analyzed at two levels. The first phase of analysis reveals the complexity of technology integration and discusses the transformation of teaching and learning in the process of technology integration through three major issues: (a) learning a language versus getting a grade, (b) technology integration versus technology adoption, and (c) technology-based discrimination. The second phase of analysis provides a more theoretically based analysis of the case, articulates the theoretical framework, phenomenology of instrumentation, in terms of the data and addresses three major theoretical considerations: (a) hermeneutic relations, (b) background relations and (c) inclinations of technology. As technology integration poses a challenge to the quality of education regarding reaching interiority and intersubjectivity in communication, the analysis concludes with a fourth theoretical consideration, humanness in education, which is grounded upon Ong's works and evaluates the success of technology integration in the framework of humanness.","abstract_has_math":false,"creators":["Hsu, Hui-Mei"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ferneding, Karen A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:37Z","date_published":"2015-09-25T19:54:37Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Higher"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3242874"],"render_values":[{"text":"(MiAaPQ)AAI3242874","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79938","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ferneding, Karen A."]},{"key":"dc:creator","label":"Author","values":["Hsu, Hui-Mei"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:37Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Higher"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79938","(MiAaPQ)AAI3242874"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study intends to provide both naturalistic generalizations and analytical generalizations. With thick descriptions of the contexts and rich information about the participants, the practice of technology integration is analyzed at two levels. The first phase of analysis reveals the complexity of technology integration and discusses the transformation of teaching and learning in the process of technology integration through three major issues: (a) learning a language versus getting a grade, (b) technology integration versus technology adoption, and (c) technology-based discrimination. The second phase of analysis provides a more theoretically based analysis of the case, articulates the theoretical framework, phenomenology of instrumentation, in terms of the data and addresses three major theoretical considerations: (a) hermeneutic relations, (b) background relations and (c) inclinations of technology. As technology integration poses a challenge to the quality of education regarding reaching interiority and intersubjectivity in communication, the analysis concludes with a fourth theoretical consideration, humanness in education, which is grounded upon Ong's works and evaluates the success of technology integration in the framework of humanness.","Made available in DSpace on 2015-09-25T19:54:37Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3242874.pdf: 5512327 bytes, checksum: aa4a21c4f7e92388a74130f71261e254 (MD5) Previous issue date: 2006","Embargo set by: Seth Robbins for item 81220 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","241 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006."]},{"key":"dc:title","label":"Title","values":["Technological Transformation: A Case Study of Technology Integration in a Foreign Language Program"]}]}],"canonical_facts":{"dc:contributor":["Ferneding, Karen A."],"dc:creator":["Hsu, Hui-Mei"],"dc:date":["2015-09-25T19:54:37Z","10000-01-01","2006"],"dc:description":["This study intends to provide both naturalistic generalizations and analytical generalizations. With thick descriptions of the contexts and rich information about the participants, the practice of technology integration is analyzed at two levels. The first phase of analysis reveals the complexity of technology integration and discusses the transformation of teaching and learning in the process of technology integration through three major issues: (a) learning a language versus getting a grade, (b) technology integration versus technology adoption, and (c) technology-based discrimination. The second phase of analysis provides a more theoretically based analysis of the case, articulates the theoretical framework, phenomenology of instrumentation, in terms of the data and addresses three major theoretical considerations: (a) hermeneutic relations, (b) background relations and (c) inclinations of technology. As technology integration poses a challenge to the quality of education regarding reaching interiority and intersubjectivity in communication, the analysis concludes with a fourth theoretical consideration, humanness in education, which is grounded upon Ong's works and evaluates the success of technology integration in the framework of humanness.","Made available in DSpace on 2015-09-25T19:54:37Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3242874.pdf: 5512327 bytes, checksum: aa4a21c4f7e92388a74130f71261e254 (MD5) Previous issue date: 2006","Embargo set by: Seth Robbins for item 81220 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","241 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006."],"dc:identifier":["http://hdl.handle.net/2142/79938","(MiAaPQ)AAI3242874"],"dc:language":["eng"],"dc:subject":["Education, Higher"],"dc:title":["Technological Transformation: A Case Study of Technology Integration in a Foreign Language Program"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}