Reading Teacher Volume 67, Number 6, ISSN 0034-0561
With the adoption of the Common Core State Standards by most states, the use of digital tools in literacy and language arts instruction has become of critical importance to educators. These changes produce a need for a better understanding of how literacy and language arts teachers can successfully integrate digital tools into their instruction and the types of knowledge they employ as they do so. Thus, the purpose of this article is to present the Technology Integration Planning Cycle for Literacy and Language Arts to support teachers with integrating digital technology into literacy instruction. This instructional planning cycle identifies seven critical elements that influence literacy teachers' instructional planning involving digital technology and the success or failure of the resulting classroom instruction. A classroom example is provided to illustrate the instructional planning process.
Hutchison, A. & Woodward, L. (2014). A Planning Cycle for Integrating Digital Technology into Literacy Instruction. Reading Teacher, 67(6), 455-464.
The STAK Model: Exploring Individualized Professional Development for Technology Integration in Literacy
Lindsay Woodward, Drake University, United States; Amy Hutchison, George Mason University, United States
Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 613–644
Technology Integration with the Technology Integration Planning Cycle Model of Professional Development
Amy Hutchison, George Mason University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 938–948
Examining Perceptions and Decision-making Related to Technology Integration in the Common Core High School Classroom
Medha Dalal, Leanna Archambault, Rolando Robles & Anna Reed, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2302–2310
Christine Anderson, Western Illinois University, United States; Laura Kieran, Drake University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2746–2755
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