This Is How We Do It: Authentic and Strategic Technology Use by Novice English Teachers
Betina Hsieh, California State University, Long Beach, United States
CITE Journal Volume 18, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
As the definition of literacy in the 21st century expands beyond print texts to include digital texts, media objects, images, sounds and social practices, what it means to be an English teacher in secondary schools also is shifting and growing in complexity. While there are many resources for integrating technology in the classroom, there remain few studies focused on how teachers are making choices related to technology use. This case study compares the ways in which two teachers make specific choices in relation to technology in their early careers as secondary English teachers. In doing so, the focal teachers are positioned as active agents (Lasky, 2005) in their professional development, from preservice to their early career classrooms, using technology strategically as a resource to within two distinct social settings: the preservice classroom where they are students, and the secondary classroom, where they are teachers.
Hsieh, B. (2018). This Is How We Do It: Authentic and Strategic Technology Use by Novice English Teachers. Contemporary Issues in Technology and Teacher Education, 18(2), 271-288. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved February 19, 2019 from https://www.learntechlib.org/primary/p/180557/.
© 2018 Society for Information Technology & Teacher Education
- Benko, S.L., Guise, M., Earl, C.E., & Gill, W. (2016). More than social media: Using Twitter with preservice teachers as a means of reflection and engagement in communities of practice. Contemporary Issues in Technology& Teacher Education, 16(1), 1-21. Retrieved from http://www.citejournal.org/volume-16/issue-1-16/english-language-arts/morethan-social-media-using-twitter-with-preservice-teachers-as-a-means-of-reflection-and DASHDASH
- Carpenter, J. (2015). Preservice teachers' microblogging: Professional development via Twitter Contemporary Issues in Technology& Teacher Education, 15(2), 209-234.
- Carpenter, J., & Krutka, D.G. (2015). Engagement through microgblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707728.
- Cook, M.P., & Bissonnette, J.D. (2016). Developing preservice teachers' positionalities in 140 characters or less: Examining microblogging as dialogic space. Contemporary Issues in Technology& Teacher Education, 16(2), 82-109. Retrieved from http://www.citejournal.org/volume-16/issue-2-16/english-language-arts/developingpreservice-teachers-positionalities-in-140-characters-or-less-examining-microblogging DASHDASH
- Hur, J.W., & Brush, T.A. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of K-12 teachers? Journal of Research on Technology in Education, 41(3), 279-303.
- International Society for Technology in Education. (2000). National educational
- International Society for Technology in Education. (2016). 2016 ISTE Standards for Students. Author: Arlington, VA.
- Johnson, D. (2014). Reading, writing, and literacy 2.0: Teaching with online texts, tools, and resources, K-8. New York, NY: Teachers College Press.
- Kozinets, R.V. (2015). Netnography: Redefined. Los Angeles, CA: SAGE.
- Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916.
- Mills, M. (2014). Effect of faculty member's use of twitter as informal professional development during a preservice teacher internship. Contemporary Issues in Technology& Teacher Education, 14(4), 451-467. Retrieved from http://www.citejournal.org/volume14/issue-4-14/current-practice/effect-of-faculty-members-use-of-twitter-as-informal DASHDASH
- National Council of Teachers of English. (2013, February). The NCTE definition of 21st century literacies. Retrieved from http://www.ncte.org/positions/statements/ 21stcentdefinition
- Ortega, L. (2013). Digital practices and literacy identities: Preservice teachers negotiating contradictory discourses of innovation. Contemporary Issues in Technology& Teacher Education, 13(4), 285-324. Retrieved from http://www.citejournal.org/volume-13/issue4-13/english-language-arts/digital-practices-and-literacy-identities-preservice-teachers DASHDASH
- Pew Research Center.(2016). Social media update 2016. Retrieved http://www.pewinternet.org/2016/11/11/social-media-update-2016/
- Sherman, E. (2014, April 14). Many Twitter users don't tweet, finds report. Retrieved from the CBS News website: http://www.cbsnews.com/news/many-twitter-users-dont-tweetfinds-report/
- Shoffner, M., Sedberry, T., Alsup, J., & Johnson, T.S. (2014). The difficulty of teacher dispositions: Considering professional dispositions for preservice English teachers. The Teacher Educator, 49(3), 175-192.
- The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
- Twitter. (2016). The Twitter glossary. Retrieved from https://support.twitter.com/ articles/166337
- Wright, N. (2010). Twittering in teacher education: reflecting on practicum experiences. Open Learning, 25(3), 259-265.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.