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This text addresses the changing literacies surrounding students and the need to communicate effectively using technology tools. Technology has the power to transform teaching and learning in classrooms and to promote active learning, interaction, and engagement through different tools and applications. While both technologies and research in literacy are rapidly changing and evolving, this book presents lasting frameworks for teacher candidates to effectively evaluate and implement digital tools to enhance literacy classrooms. Through the lens of Universal Design for Learning (UDL), this text prepares teacher candidates to shape learning environments that support the needs and desires of all literacy learners through the integration of technology and literacy instruction by providing a range of current models and frameworks. This approach supports a comprehensive understanding of the complex multiliteracies landscape. These models address technology integration and demonstrate how pedagogical knowledge, content knowledge, and technological knowledge can be integrated for the benefit of all learners in a range of contexts.
Each chapter includes prompts for reflection and discussion to encourage readers to consider how literacy and technology can enable teachers to become agents of change, and the book also features Appendices with annotated resource lists of technology tools for students' varied literacy needs in our digital age.
List of contents
SECTION 1: FOUNDATIONS FOR THINKING ABOUT LITERACY Chapter 1: Literacy in a Changing World Chapter 2: Multiliteracies: Theory and Pedagogy that Reflect a Changing World Chapter 3: Universal Design for Learning within a Multiliteracies Perspective SECTION 2: FRAMEWORKS FOR THINKING ABOUT TECHNOLOGY INTEGRATION Chapter 4: TECHNOLOGY-Influenced Frameworks for Thinking about Literacy Instruction Chapter 5: Evaluation of Technology Integration: Technology-Influenced Taxonomies SECTION 3: APPLICATIONS IN CLASSROOM INSTRUCTION Chapter 6: The Use of the Internet in Literacy Instruction: Web 2.0 Tools Chapter 7: The Use of the Internet in Literacy Instruction: Online Reading and Research Chapter 8: Changing Learning Environments: Transformational Practices Chapter 9: Lesson Design: The Teacher as the Architect APPENDIX 9.1: List of Tools Arranged by the 4Cs APPENDIX 9.2: Using a Lesson Plan Template and the Integrating Technology into Literacy Instruction Textbook with the 4Cs APPENDIX 9.3: List of eBooks and Optical Reading Devices APPENDIX 9.1: List of Resources and Organizations Supporting All Learners
About the author
Jodi Pilgrim is a professor and associate dean in the College of Education at the University of Mary Hardin-Baylor (UMHB).
Sheri Vasinda is a professor in the School of Teaching, Learning and Educational Sciences at Oklahoma State University.
Peggy S. Lisenbee is an associate professor in the Division of Early Childhood Education at Texas Woman’s University.
Summary
This text addresses the changing literacies surrounding students and the need to communicate effectively using technology tools. Both technologies and research in literacy are rapidly changing and evolving, this book presents lasting frameworks for teacher candidates to evaluate and implement digital tools to enhance literacy classrooms.
