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Preparing Teachers to Teach Writing Using Technology

Preparing Teachers to Teach Writing Using Technology

Preparing Teachers to Teach Writing Using Technology

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Year:2013
Publisher:ETC Press 2013
Pages:279 pages
Language:english
Since:07/07/2015
Size:13.44
License:Pending review

Content:

This book is an important signpost on an evolutionary—and revolutionary—pathway from a typographic to post-typographic world. Not that this book is needed to confirm the obvious: everyday literacy is well on its way to being predominantly digital. Any threshold of reasonable doubt about that outcome has already been crossed. For example, almost weekly, the Pew Internet in American Life Project releases a new survey documenting new ways digital information and communication are being infused into diverse aspects of everyday life. Put more colloquially, few would consider newspapers to be a growth industry. However, the breadth and depth of these revolutionary changes typically recedes into the background when entering many schools, particularly in language arts classrooms where one might expect to see teachers and students engaged in the vanguard of dealing with and preparing for an increasingly post-typographic world.

The reasons that reading and writing in schools too often remain largely grounded in the typographic world are undoubtedly complex and nuanced. But apparently, it is not because language arts teachers, as a group, fail to recognize the importance of digital forms of communication or lack the desire to integrate those forms more into their teaching, let alone resist it, as some might contend. For example, in a national survey of K-12 literacy teachers conducted in collaboration with my colleague Amy Hutchison (Hutchison & Reinking, 2011), respondents reported strong support for integrating technology into their instruction. Specifically, they reported the extent to which they integrated 18 uses of technology in their teaching, including a subset of 6 items designated as 21st century literacy skills. Then, they rated their perceived importance of the same categories. For every category on an identical scale, perceived importance was ranked higher than reported use. And, in a separate analysis, beliefs about importance accounted for much of the variance in reported use.

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