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

, University of Kentucky, United States ; , Purdue University, United States

CITE Journal Volume 13, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Technology plays an integral role in the English Language Arts (ELA) classroom today, yet teachers and teacher educators continue to develop understandings of how technology influences pedagogy. This qualitative study explored how and why two ELA teachers used different technologies in the secondary English classroom to plan for and deliver instruction. Analysis revealed that the English teachers, one novice and one experienced teacher, valued integrating technologies into their instruction and experienced similar challenges in that integration. The novice teacher believed that technologies played a primary role and centered her instruction on the available technologies, while the experienced teacher viewed technologies as having a secondary role, choosing to integrating technologies only if they added to her instruction.

Citation

Flanagan, S. & Shoffner, M. (2013). Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use. Contemporary Issues in Technology and Teacher Education, 13(3), 242-261. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved May 20, 2019 from .

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