My objective is
to create a sound framework for understanding how teenagers negotiate what
Henry Giroux calls a “decentered cultural landscape.” (Giroux, 1994) Though the topic of learning and
cognition never appears explicitly in my investigation, this proposed framework
for understanding relationships with technology and the subsequent findings can
then be used to help educators and educational institutions guide the development
of curriculum and educational settings by centering their practice in a more relevant
cultural context.
