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Informationen zum Autor Ronald D. Kieffer, Michael C. McKenna, Linda D. Labbo, David Reinking Zusammenfassung Provides a comprehensive and international representation of research, theory, and practice related to principal areas in which significant developments occur in the study of literacy and technology. Organized in five sections, this book offers a glimpse of the commonalities faced by literacy educators around the world. Inhaltsverzeichnis Contents: Preface. M.C. McKenna, Introduction: Trends and Trajectories of Literacy and Technology in the New Millennium. Part I: The Role of Technology in the New Literacies. J. Lemke, Towards Critical Multimedia Literacy: Technology, Research, and Politics. R. Hobbs, Multiple Visions of Multimedia Literacy: Emerging Areas of Synthesis. O. Henao Alvarez, Developing Digital Literacies: Educational Initiatives and Research in Colombia. L. Verhoeven, E. Segers, J. Bronkhorst, L. Boves, Towards Interactive Literacy Education in the Netherlands. Part II: Technology Applications With Specific Populations. R.K. Olson, B. Wise, Computer-Based Remediation for Reading and Related Phonological Disabilities. B. Dalton, N. Strangman, Improving Struggling Readers' Comprehension Through Scaffolded Hypertexts and Other Computer-Based Literacy Programs. J. Turbill, J. Murray, Early Literacy and New Technologies in Australian Schools: Policy, Research, and Practice. M.J. Adams, The Promise of Automatic Speech Recognition for Fostering Literacy Growth in Children and Adults. A.G. Bus, M.T. de Jong, M. Verhallen, CD-ROM Talking Books: A Way to Enhance Early Literacy? Part III: Literacy Software and the Internet. J. Coiro, R.A.K. Klein, S. Walpole, Critically Evaluating Educational Technologies for Literacy Learning: Current Trends and New Paradigms. B. Stafford, L. Miller, M. Ollivierre, A Science-Based Development and Implementation Model for Online and CD-ROM Curriculum Programs. A. Fullerton, Can Information Get What It Wants? Barriers to Open-Access in Literacy Education. Y. Liu, D. Zhang, ICT and Chinese Literacy Education: Recent Developments in China. Part IV: Teacher Education and Professional Development. C.K. Kinzer, D.W. Cammack, L.D. Labbo, W.H. Teale, R. Sanny, Using Technology to (Re)Conceptualize Pre-Service Literacy Teacher Education: Considerations of Design, Pedagogy, and Research. R.E. Ferdig, L.R. Roehler, P.D. Pearson, Video-and Database-Driven Web Environments for Pre-Service Literacy Teaching and Learning. C. Harrison, D. Pead, M. Sheard, "P, not-P, and Possibly Q": Literacy Teachers Learning From Digital Representations of the Classroom. M.C. McKenna, K.M. Proctor, The Role of Technology in the Professional Development of Literacy Educators. Part V: The Potential of Technology in Key Dimensions of Literacy. L.B. Gambrell, Technology and the Engaged Literacy Learner. M.R. Kuhn, S.A. Stahl, More Than Skill and Drill: Exploring the Potential of Computers in Decoding and Fluency Instruction. P.A. Edwards, Family Literacy and Technology: Challenges and Promising Constructive Designs. N.K. Duke, E. Schmar-Dobler, S. Zhang, Comprehension and Technology. D.E. Alvermann, Technology Use and Needed Research in Youth Literacies. S. Templeton, Dispelling Spelling Assumptions: Technology and Spelling, Present and Future. C.L.Z. Blachowicz, J. Beyersdorfer, P. Fisher, Vocabulary Development and Technology: Teaching and Transformation. K. Bromley, Technology and Writing. E.B. Bernhardt, Real and Imagined Roles for Technology in Acquiring Second-Language Literacy. K.H. Au, Diversity, Technology, and the Literacy Achievement Gap. L.M. McGee, D.J. Richgels, Can Technology Support Emergent Reading...
