You are here:

Learning/teaching technology in English Teacher Education: Findings from a national study.
article

, University of Wisconsin-Milwaukee, United States ; , University of Kansas, United States ; , Independent Scholar, United States ; , West Chester University of Pennsylvania, United States ; , University of Wyoming, United States ; , University of Wisconsin-Milwaukee, United States

CITE Journal Volume 16, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, “As an area of emphasis in the teaching of English, how do teacher educators prepare beginning English teachers to address the teaching of technology and new literacies in the context of the English language arts?” This paper highlights the data and the findings from the self-administered questionnaire portion of the study concerned with technology use in the English language arts methods course.

Citation

Pasternak, D., Hallman, H., Caughlan, S., Renzi, L., Rush, L. & Meineke, H. (2016). Learning/teaching technology in English Teacher Education: Findings from a national study. Contemporary Issues in Technology and Teacher Education, 16(4), 373-387. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 23, 2019 from .

View References & Citations Map

References

  1. Bruce, B., & Levin, J. (2003). Roles for new technologies in language arts: Inquiry, communication, construction, and expression. In J. Flood, D. Lapp, J.R. Squire, & J.M. Jensen (Eds.), Handbook of research on teaching the English language arts (pp. 649657).
  2. CEE Executive Committee. (2008). Beliefs about technology and the preparation of English teachers. CEE Position Statement. Retrieved from the National Council of Teachers of English website: http://www.ncte.org/cee/positions/beliefsontechnology
  3. Chung, H.Q., & Van Es, E.A. (2014). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers& Teaching, 20(2), 113–135.
  4. Darling-Hammond, L. & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey Bass.
  5. Dixon, J. (1967). Growth through English. Champaign, IL: National Council of Teachers of English. Contemporary Issues in Technology and Teacher Education, 16(4)
  6. Dymoke, S., & Hughes, J. (2009). Using a poetry wiki: How can the medium support preservice teachers of English in their professional learning about writing poetry and teaching poetry writing in a digital age? English Teaching: Practice and Critique, 8(3), 91106.
  7. Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research& Development, 53(4), 25-39.
  8. Figg, C. & McCartney, R. (2010). Impacting academic achievement with student learners teaching digital storytelling to others: The ATTTCSE digital video project. Contemporary Issues in Technology and Teacher Education, 10(1). Retrieved from http://www.citejournal.org/volume-10/issue-1-10/english-language-arts/ Impacting-academic-achievement-with-student-learners-teaching-digital-storytelling-toothers-the-atttcse-digital-video-project/
  9. Garcia, A., & Seglem, R. (2013). “That is dope no lie”: Supporting adolescent literacy practices through digital partnerships. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, M.W. Cole, A.H. Hall, … & K.H. Headley (Eds.), 62nd yearbook of the Literacy Research Association (pp. 186–198). Altamonte Springs, FL: Literacy Research
  10. Gorgina, D., & Hosford, C. (2008). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education, 25(5), 690-696
  11. Groves, R.M., Cialdini, R.B., & Couper, M.P. (1992). Understanding the decision to participate in a survey. The Public Opinion Quarterly, 56(4), 475-495.
  12. Guzman, A., & Nussbaum, M. (2009). Teaching competencies for technology integration in the classroom. Journal of Computer Assisted Learning, 25(5), 453-469.
  13. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and
  14. Houge, T.T., & Geier, C. (2009). Delivering one-to-one tutoring in literacy via videoconferencing. Journal of Adolescent& Adult Literacy, 53 , 154-163.
  15. Lai, G., & Calandra, B. (2010). Examining the effects of computer-based scaffolds on novice teachers’ reflective journal writing. Educational Technology Research& Development, 58, 421-437. Doi:10.1007/s11423-009-9112-2
  16. Matthew, K.I., Felvegi, E., & Callaway, R.A. (2009). Wiki as a collaborative learning tool in a language arts methods class. Journal of Research on Technology in Education, 42(1), 51–72.
  17. McVee, M.B., Bailey, N.M., & Shanahan, L.E. (2008). Teachers and teacher educators learning from new literacies and new technologies. Teaching Education, 19(3), 197-210.
  18. Moje, E. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent& Adult Literacy, 52, 96-107.
  19. Morrell, E. (2015). The 2014 NCTE presidential address: Powerful English at NCTE yesterday, today, and tomorrow: Toward the next movement. Research in the Teaching of English, 49(3), 307-327.
  20. National Council of Teachers of English Executive Committee. (2013) The NCTE definition of 21st century literacies (NCTE position statement). Retrieved from http://www.ncte.org/ Positions/statements/21stcentdefinition
  21. Ortega, L. (2013). Digital practices and literacy identities: Preservice teachers negotiating contradictory discourses of innovation. Contemporary Issues in Technology& Teacher Education, 13(4). Retrieved from http://www.citejournal.org/volume-13/issue-413/english-language-arts/digital-practices-and-literacy-identities-preservice-teachers DASHDASH
  22. Pierson, M.E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413.
  23. Ryan, J. & Scott, A. (2008). Integrating technology into teacher education: How online discussion can be used to develop informed and critical literacy teachers. Teaching and Teacher Education, 24(6), 1635-1644.
  24. Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of Teacher Education, 66, 245–260.
  25. Seo, K.K., Templeton, R., & Pellegrino, D. (2008). Creating a ripple effect: Incorporating multimedia-assisted project-based learning in teacher education. Theory into Practice, 47, 259-265. Doi:10.1080/00405840802154062
  26. Sheehan, K. (2001). E-mail survey response rates: A review. Journal of ComputerMediated Communication, 6(2).
  27. Smagorinsky, P., & Whiting, M.E. (1995). How English teachers get taught: Methods of teaching the methods class. Urbana, IL: National Council of Teachers of English.
  28. Swenson, J., Young, C.A., McGrail, E., Rozema, R., & Whitin, P. (2006). Extending the conversation: New technologies, new literacies, and English education. English Education, 38, 351-369.
  29. Weisberg, H.F. (2005). The total survey error approach: A guide to the new science of survey research. Chicago, IL: UCP.
  30. Wilson, A.A. (2011). A social semiotics framework for conceptualizing content area literacies. Journal of Adolescent& Adult Literacy, 54, 435-444.
  31. Yagelski, R. (2005). Computers, literacy and being: Teaching with technology for a sustainable future. Retrieved from the State University of New York at Albany website: http://www.albany.edu/faculty/rpy95/webtext/

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.