Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2012 Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-day Saint (LDS) Seminary Students Doran H. Christensen Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Education Commons Recommended Citation Christensen, Doran H., "Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-day Saint (LDS) Seminary Students" (2012). All Graduate Theses and Dissertations. 1166. https://digitalcommons.usu.edu/etd/1166 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. INCREASING STUDENT VOICE AND EMPOWERMENT THROUGH TECHNOLOGY: THE PERCEPTIONS OF COMMUNICATION APPREHENSIVE LATTER-DAY SAINT (LDS) SEMINARY STUDENTS by Doran H. Christensen A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in Education (Curriculum and Instruction) Approved: ______________________________ ______________________________ Dr. Steven Camicia Dr. Nick Eastmond Major Professor Committee Member ______________________________ ______________________________ Dr. Scott Hunsaker Dr. Jim Barta Committee Member Committee Member ______________________________ ______________________________ Dr. Jim Dorward Dr. Mark R. McLellan Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2012 ii Copyright © Doran H. Christensen 2012 All Rights Reserved iii ABSTRACT Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-day Saint (LDS) Seminary Students by Doran H. Christensen, Doctor of Education Utah State University, 2012 Major Professor: Dr. Steven Camicia Department: School of Teacher Education and Leadership Many students appear to be disinterested and unengaged in traditional classroom settings. Numerous educational theorists suggest that students need current technology and communication in order to get students more involved in classroom discussion. This study examined a group of Latter-day Saint (LDS) students who were not involved vocally in the classroom (communication apprehensive), yet were highly involved in peer-to-peer communication via technology outside of the classroom. Issues of power are critically examined utilizing LDS and Freirean lenses of student voice, democracy, and empowerment. These issues are consistent with the LDS Church Educational System’s efforts to help students to explain, share, and testify of gospel truths. Student surveys concerning the use of technology and communication were instrumental in selecting a purposeful sample of five students for further study. These students, ranging from grades ninth to twelfth, were interviewed regarding their perceptions of the potential of iv educational technology implementation in LDS seminary classrooms in an effort to engage the communication apprehensive students. The data derived from this multiple case study design were analyzed using constructed grounded theory. Several key findings emerged through the analysis. The participants felt that some form of communicative technology could be empowering and advantageous to apprehensive students. However, the technological tool selected should be innovative and independent of currently existent resources. The participants also noted that some degree of communication apprehension still exists when using communicative technology. Ultimately, it is people who empower and give voice to the apprehensive student, not technological mediums alone. (151 pages) v PUBLIC ABSTRACT Increasing Student Voice and Empowerment Through Technology: The Perceptions of Communication Apprehensive Latter-Day Saint (LDS) Seminary Students by Doran H. Christensen, Doctor of Education Utah State University, 2012 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. vi ACKNOWLEDGMENTS As I finally conclude my formal schooling, a public expression of gratitude seems fitting. My wife, Tanya, and our six children—Avery, Bailey, Taylor, Zachary, Tyson, and Cody—provide me with a rewarding and meaningful life. Without them, this undertaking would have never taken place. My hope is that my educational experiences have been instrumental in making me a better husband and father, and a more useful member of society. To my family, I extend heartfelt and sincere thanks for continual encouragement, love, and support throughout this lengthy process. I also wish to express appreciation for the support of my employers in the Church Educational System (CES) of The Church of Jesus Christ of Latter-day Saints. Both my family and I are abundantly blessed by our involvement in this work, and we are grateful for the kind and generous support of our CES family throughout the course of my educational pursuits. Looking back, my learning experiences at Utah State University have been truly rewarding. I wish to extend special thanks to my committee chair, Dr. Steven Camicia, for his many hours of help and feedback. His gentle and supportive encouragement led to my eventual completion. I have also greatly benefited from the time and assistance from my entire doctoral committee. I extend my thanks to them, and to all who have supported me through these busy and worthwhile years. Doran H. Christensen vii CONTENTS Page ABSTRACT ................................................................................................................... iii PUBLIC ABSTRACT ................................................................................................... v ACKNOWLEDGMENTS ............................................................................................. vi LIST OF TABLES ......................................................................................................... ix LIST OF FIGURES ....................................................................................................... xi CHAPTER I. INTRODUCTION, CONTEXT, AND RESEARCH QUESTIONS ........... 1 Introduction .................................................................................................. 1 Problem Statement ....................................................................................... 2 Positionality and Personal Context .............................................................. 3 Research Questions ...................................................................................... 6 Theoretical Lenses ....................................................................................... 7 Conclusion ................................................................................................... 14 II. REVIEW OF LITERATURE ...................................................................... 15 Introduction .................................................................................................. 15 The Social Nature of Learning ..................................................................... 16 Potential of Learning-Enhancing Technologies........................................... 23 Increased Dialogue, Individual Voice, and Empowerment Through Technology ........................................................................... 29 Counter Views ............................................................................................. 34 Conclusion ................................................................................................... 37 III. METHODOLOGY ...................................................................................... 39 Introduction .................................................................................................. 39 Epistemology ..............................................................................................