Date of Award:

5-2012

Document Type:

Dissertation

Degree Name:

Doctor of Education (EdD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Steven Camicia

Committee

Steven Camicia

Committee

Nick Eastmond

Committee

Soctt Hunsaker

Committee

Jim Barta

Committee

Jim Dorward

Abstract

Many students find themselves unwilling or unable to participate vocally in traditional classroom settings. This study examines a group of LDS (members of the Church of Jesus Christ of Latter-day Saints) seminary students who were hesitant to participate vocally in the classroom, but were highly involved in peer-to-peer communication through technology. The objective of this research was to determine the perceived value of technological implementations as it provides a potential forum for increased student participation.

As educators find and utilize teaching methods and resources that engage students more fully in the educational process, the students themselves become the primary beneficiaries. This research was intended to allow the student participants to determine what technological resources could empower and give voice to those who were apprehensive to traditional classroom participation.

Student surveys regarding communication apprehension and technology use were administered to five seminary classes. The results of these surveys were instrumental in selecting a purposeful sample of five students for further study. These students were interviewed on two different occasions regarding their perceptions of the potential of educational technological implementation in LDS seminary classrooms in an effort to engage apprehensive students. The findings from this research can assist administrators and educators as they seek to implement strategies to help marginalized students become more involved in the democratic classroom.

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This work made publicly available electronically on April 10, 2012.

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