Conference Presentations by Gloria Gonzales-Dholakia
This research examined and compares digital equity at two different middle schools. Focus is plac... more This research examined and compares digital equity at two different middle schools. Focus is placed upon minority student in-and out-of-school technology use to explore the relationship of school and digital equity. The first middle school, Saguaro, is a minority-majority school, with 93% Hispanic and African-American students. The second middle school, Porter, is a historically white majority school participating in a district student-transfer program with a 50% white and 50% Hispanic/African American population. Data from the two schools is compared to examine student in-and out-of-school technology use and perceived technology skill level. In exploring the relationship of student technology use both in and out of school to that of the school and minority status, digital inequities were present. Students at the historically white school were more likely to utilize various technologies for communication, creation, web, and productivity activities both in-and out-of-school.
Papers by Gloria Gonzales-Dholakia
Ready, connect, learn
Proceedings of the 31st annual ACM SIGUCCS fall conference, 2003
This paper documents the progression through 4 methods of orienting incoming students in the use ... more This paper documents the progression through 4 methods of orienting incoming students in the use of Syracuse University's computer systems. It discuses design issues involving: content, costs, effectiveness, accessibility, and product shelf-life. Finally, it explores development decisions relating to software, production, and distribution.
As I approach the end of this journey and embrace new journeys to come, I must give my sincere gr... more As I approach the end of this journey and embrace new journeys to come, I must give my sincere gratitude to my mentors, my friends, and my family. I acknowledge that without their support this milestone may not have been achieved. In the courses I teach, I remind students to express their gratitude to their teachers. Thank you Dr. Ann R. Eisenberg for opening my mind to Chicana literature. You introduced me to a world where people like me have a voice, but most important you showed me the value of my voice. You talked to me about college when no one before had mentioned this path. Thank you for being the first to believe in me. Good educators are critical to our society as they often inspire a new generation of educators. Entering The University of Texas as a graduate student without knowing anyone professionally or personally in my program was intimidating. But from the first day I began the doctorate program, Dr. Hughes supported me as a professor, advisor, mentor, and friend. Thank you Joan for your relentless support that enabled my success. It has truly been my honor to learn from you and with you. You have shown me leadership, integrity, selflessness, and expertise. You are undoubtedly the most remarkable teacher I have been graced with in my educational journey.
Developing Technology-Rich Teacher Education Programs
This chapter discusses several challenges and recommendations in obtaining the desired outcome fr... more This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students’ subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors’ and preservice teachers’ experiences with digital technologies and describe productivity software’s enduring grip as the most used digital technology among preservice teachers during teacher education – even in technology-rich teacher education programs. The authors argue that teacher education’s overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational cha...
IGI Global eBooks, 2012
This chapter discusses several challenges and recommendations in obtaining the desired outcome fr... more This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students' subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors' and preservice teachers' experiences with digital technologies and describe productivity software's enduring grip as the most used digital technology among preservice teachers during teacher education-even in technology-rich teacher education programs. The authors argue that teacher education's overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational change, such as shifts toward technology-rich teaching and learning, will only be successful with a concerted change effort in both teacher education programs and PK-12 institutions.
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Conference Presentations by Gloria Gonzales-Dholakia
Papers by Gloria Gonzales-Dholakia