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This study reports their perspectives.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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role does technology play in teen popular culture according to the paper?","Question",{"text":63,"@type":64},"The paper states that modern teens have integrated new technologies into their lives, and technology has become an important component of teen popular culture.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the study find about how urban teens use technology?",{"text":68,"@type":64},"Urban teens primarily and almost exclusively used social media and technology devices for peer socializing, rather than voluntarily integrating them into learning.",{"name":70,"@type":61,"acceptedAnswer":71},"How did eighth graders differ from sixth and seventh graders in using technology for literacy learning?",{"text":72,"@type":64},"Eighth graders were considerably more sophisticated in their technology use and offered more advanced suggestions for applying technology to literacy learning than sixth and seventh 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\nCulture, technologie et instruction en littératie chez les adolescents : points de vue d’élèves adolescents urbains  \nJia Li, Faculty of Education, University of Ontario Institute of Technology Catherine Snow, Harvard Graduate School of Education, Harvard University Claire White, Strategic Educational Research Partnership, MA, USA  \nAbstract  \nModern teens 1 have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspectives of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings ofthe study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.  \n1 Major recent studies in U. S. regarding technology use and the general population of teens have been conducted by Pew Research Center’s Internet & American Life Project, which results provide much insight into the present study. Their teen participant sample aged between 12 and 17. In this article, we also refer student participants in a middle school whose ages range from 12 to 14 as teens. There is a one-year difference in the starting age by the traditional concept of teenagers aged 13-17.  \nRésumé  \nLes adolescents modernes ont, de façon généralisée, intégré les nouvelles technologies à leurs vies, et la technologie est devenue une composante importante de la culture populaire chez les adolescents. Les éducateurs ont signalé la promesse que représente l’exploitation de la technologie pour améliorer les compétences des élèves en langue et en littératie ainsi que leur succès scolaire global. Il n’existe toutefois aucun consensus sur l’effet qu’a la technologie sur les adolescents, et peu d’études qui intègrent les points de vue d’élèves urbains et linguistiquementvariés quant à la faisabilité d’appliquer de nouvelles technologies dans l’enseignement et l’apprentissage de la littératie dans les salles de classe intactes. Cet article rapporte les points de vue des adolescents urbains sur l’usage de la technologie au sein de la culture adolescente, pour l’apprentissage en général et l’instruction relative à la littératie en particulier. Des entrevues en groupes de discussion ont été réalisées auprès d’élèves urbains linguistiquement variés en 6e, 7eet 8e année dans un quartier au revenu relativement faible d’une région du Nord-est américain. Les conclusions principales de l’étude ont été 1) que les adolescents urbains utilisaient les médias sociaux et les appareils technologiques principalement et presque exclusivement pour socialiser avec leurs pairs, 2) qu’ils étaient intéressés par l’utilisation de la technologie pour améliorer leurs compétences en littératie, mais ne semblaient pas in","cbCaieo3wcqEhRVN","https://ap.wps.com/l/cbCaieo3wcqEhRVN","pdf",758926,36,"English","# Abstract\n# Introduction\n## Background on technology adoption among urban adolescents","[{\"question\":\"What role does technology play in teen popular culture according to the paper?\",\"answer\":\"The paper states that modern teens have integrated new technologies into their lives, and technology has become an important component of teen popular culture.\"},{\"question\":\"What did the study find about how urban teens use technology?\",\"answer\":\"Urban teens primarily and almost exclusively used social media and technology devices for peer socializing, rather than voluntarily integrating them into learning.\"},{\"question\":\"How did eighth graders differ from sixth and seventh graders in using technology for literacy learning?\",\"answer\":\"Eighth graders were considerably more sophisticated in their technology use and offered more advanced suggestions for applying technology to literacy learning than sixth and seventh graders.\"}]","Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives | PDF",1792085624,91]