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Editorial: Approaching Technology in English Education from a Different Perspective
ARTICLE

, Purdue University, United States

CITE Journal Volume 13, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

In order to understand how and why to use technology in ELA, preservice teachers need a solid grasp of pedagogical principles as they support student learning. Simply dividing students into groups does not guarantee collaborative learning, any more than requiring students to post to a class weblog guarantees thoughtful discussion. Underpinning both activities pedagogically—assigning specific tasks, for example—provides much more support for meaningful student learning. Developing that ability—recognized as technological pedagogical content knowledge—requires preservice teachers to make connections between content, pedagogy, and technology in meaningful ways for specific learning outcomes.

Citation

Shoffner, M. (2013). Editorial: Approaching Technology in English Education from a Different Perspective. Contemporary Issues in Technology and Teacher Education, 13(2), 99-104. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved July 17, 2019 from .

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