As technology consumes our society today, it was one intention of this study to examine whether purposeful curriculum design that both scaffolded and layered technological tools into a unit of study in a seventh grade honors English classroom would lead to more critical and creative thinking. Through a qualitative design, case study analysis of three students whose experiences demonstrated how students were able to achieve increased levels of critical thinking was described. Another intention of this study was to examine whether or not students connected their in-school and out-of-school literacies through this experience in a more meaningful way as contributors to a larger, global community. The findings here present a disconnection, despite the study’s efforts, to significantly impact students in making this connection.
","abstract_html":"<p>As technology consumes our society today, it was one intention of this study to examine whether purposeful curriculum design that both scaffolded and layered technological tools into a unit of study in a seventh grade honors English classroom would lead to more critical and creative thinking. Through a qualitative design, case study analysis of three students whose experiences demonstrated how students were able to achieve increased levels of critical thinking was described. Another intention of this study was to examine whether or not students connected their in-school and out-of-school literacies through this experience in a more meaningful way as contributors to a larger, global community. The findings here present a disconnection, despite the study’s efforts, to significantly impact students in making this connection.</p>","abstract_has_math":false,"creators":["Scully, Geneva L."],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Gina DeBlase"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T06:00:26Z","subjects":["creative thinking","critical thinking","curriculum","middle school","seventh grade","technology","Curriculum and Instruction","Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/1411","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gina DeBlase"]},{"key":"dc:creator","label":"Author","values":["Scully, Geneva L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["creative thinking","critical thinking","curriculum","middle school","seventh grade","technology","Curriculum and Instruction","Education","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/1411"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As technology consumes our society today, it was one intention of this study to examine whether purposeful curriculum design that both scaffolded and layered technological tools into a unit of study in a seventh grade honors English classroom would lead to more critical and creative thinking. Through a qualitative design, case study analysis of three students whose experiences demonstrated how students were able to achieve increased levels of critical thinking was described. Another intention of this study was to examine whether or not students connected their in-school and out-of-school literacies through this experience in a more meaningful way as contributors to a larger, global community. The findings here present a disconnection, despite the study’s efforts, to significantly impact students in making this connection.
"]},{"key":"dc:title","label":"Title","values":["Bringing The Outside In: Connecting Literacy Practices In A Layered, Technologically-Driven Seventh Grade Honors English Curriculum"]}]}],"canonical_facts":{"dc:contributor":["Gina DeBlase"],"dc:creator":["Scully, Geneva L."],"dc:date.available":["2016-01-01T08:00:00Z"],"dc:description.abstract":["As technology consumes our society today, it was one intention of this study to examine whether purposeful curriculum design that both scaffolded and layered technological tools into a unit of study in a seventh grade honors English classroom would lead to more critical and creative thinking. Through a qualitative design, case study analysis of three students whose experiences demonstrated how students were able to achieve increased levels of critical thinking was described. Another intention of this study was to examine whether or not students connected their in-school and out-of-school literacies through this experience in a more meaningful way as contributors to a larger, global community. The findings here present a disconnection, despite the study’s efforts, to significantly impact students in making this connection.
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