Editorial: Approaching Technology in English Education from a Different Perspective
Melanie Shoffner, Purdue University, United States
CITE Journal Volume 13, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
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.
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.
© 2013 Society for Information Technology & Teacher Education
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Deborah Moore-Russo, State University of New York at Buffalo, United States; Jillian Wilsey, Niagara County Community College, United States; Jeremiah Grabowski & Tina M. Bampton, State University of New York at Buffalo, United States
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 283–317
Mark Frydenberg, Bentley University Computer Information Systems Department, United States; Diana Andone, University of Timisoara Politehnica, Romania
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 6–15
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