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Addressing the English Language Arts Technology Standard in a Secondary Reading Methodology Course
ARTICLE

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Journal of Adolescent & Adult Literacy Volume 45, Number 3, ISSN 1081-3004

Abstract

Describes efforts to integrate technology into a reading methodology course for secondary English majors. Discusses the use of e-mail, multimedia, distance education for videoconferences, online discussion technology, subject-specific software, desktop publishing, a database management system, a concept mapping program, and the use of the World Wide Web. Lists four suggestions for technology integration. (SG)

Citation

Merkley, D.J., Schmidt, D.A. & Allen, G. (2001). Addressing the English Language Arts Technology Standard in a Secondary Reading Methodology Course. Journal of Adolescent & Adult Literacy, 45(3), 220. Retrieved April 21, 2019 from .

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Cited By

  1. Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use

    Sara Flanagan, University of Kentucky, United States; Melanie Shoffner, Purdue University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 3 (September 2013) pp. 242–261

  2. Two Teachers' Technology Use: Recommendations for English Teacher Preparation

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    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3727–3735

  3. What’s Technology Got to Do With It?: Exploring Reflection and Technology in an English Education Methods Course

    Melanie Shoffner, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3596–3601

  4. Choosing Their Technology: Integrating Technology into Pre-Service Teacher Reflective Practice

    Melanie Shoffner, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1685–1687

  5. Double Infusion: Toward a Process of Articulation Between Critical Multicultural Education and Technology Education in a Teacher Preparation Program

    James McShay, Iowa State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 4, No. 4 (2005) pp. 429–445

  6. Field Experiences Link Technology Instruction and Language Arts Assignments

    Gail H. Dack, Louise Prejean & Mary Jane Ford, University of Louisiana at Lafayette, United States

    Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2083–2088

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