Integrating Technology Into an Intermediate Literacy Methods Course
Denise A. Schmidt, Donna J. Merkley, Carol J. Fuhler, Iowa State University, United States
CITE Journal Volume 3, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
In recent years, the definition of literacy has evolved to include not only print materials, but visual sign systems and symbols that are easily represented with technology (Harris & Hodges, 1995; Leu & Kinzer, 1999; Valmont, 2003). With this changing definition of literacy comes the challenge of teaching literacy using technology as a tool for student engagement and meaningful learning. As preservice teachers take literacy methods courses, it seems essential that they have experiences using technology for content knowledge development and for application to school settings. This article describes and illustrates how three instructors infuse technology throughout an intermediate literacy methods course.
Schmidt, D.A., Merkley, D.J. & Fuhler, C.J. (2004). Integrating Technology Into an Intermediate Literacy Methods Course. Contemporary Issues in Technology and Teacher Education, 3(4), 443-452. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2004 Society for Information Technology & Teacher Education
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Mary Truxaw, University of Connecticut, United States; Mark Olson, Oakland University, United States
Journal of Technology and Teacher Education Vol. 18, No. 3 (July 2010) pp. 489–508
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