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Preservice Teachers, Technology, and Information Literacy

, , Kansas State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


As many scholars and teachers have noted in Contemporary Issues in Teacher Education (CITE), faculty who teach preservice teachers have an obligation to incorporate technology into course curriculum (Pope and Golub, 2000; Willis, 2001; Willis and Raines, 2001). This obligation, however, must extend beyond the borders of the Education classroom. As two professors of English literature who regularly incorporate technology into our English courses, we see a rich opportunity to foster the critical reading and writing skills that preservice teachers need in order to meet the new national emphasis on technology in the K-12 classroom. We also see the opportunity to fulfill many educators' calls to model strategies for incorporating technology into the study and teaching of literature (Pope and Golub; Willis and Raines; Carroll and Bowman, 2000; Jonassen, 2000). Our paper will argue for the advantages of a writing-based technology curriculum for preservice teachers, especially for those in Language Arts. First, we will first provide the results of a survey assessing our Education majors' use of technology. Second, we will introduce and summarize the results of a technology-intensive pilot course designed to help preservice teachers meet the performance standards for the K-12 classroom.

The results of our survey and our experience in the English classroom suggest that our Education majors are frequently uncritical readers and interpreters of the web pages that a search engine or directory provides, and that they need assistance in linking their current technological skills to the study of literature and language – two skills necessary for meeting the new performance standards for technology in the K-12 language arts classroom. Our claim for the advantages of a writing-based technology curriculum develops from the results of this survey and the results of a pilot course here at Kansas State University that integrates technology into the teaching of a required literature course for Elementary Education majors, English 355 "Literature for Children." In the pilot course, computer-mediated writing practices, online research, and web page construction not only foster the critical writing and reading skills necessary for technological literacy, but also demonstrate how to transfer essential technological skills to the teaching of literature. Our preservice teachers are able to experience, from their dual role as student and future teacher, how technology can enhance students' understanding of literature and aesthetic appreciation of language.


Wood, N. & Westman, K. (2002). Preservice Teachers, Technology, and Information Literacy. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 1826-1830). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2020 from .



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