Pre-service English Teachers and Web 2.0: Teaching & Learning Literacy with Digital Applications
Barbara Pace, Luke Rodesiler, Lauren Tripp, University of Florida, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigates the impact of a technology and media literacy methods course on prospective English teachers’ understandings of how Web 2.0 applications can be used in English language arts (ELA). Participants were graduate students in the final term of a one-year English Education master’s degree program who were introduced to Web-based applications and required to use these applications to complete assignments focused on content area literacy. Using social constructionism as a theoretical framework, qualitative data was collected and analyzed through mixed methods of analyses. Results suggest that these prospective teachers developed rich understandings of the value of collaborative processes and the role of Web 2.0 applications in promoting literacy and English language arts content. Directions for future work in merging technology, pedagogy, and content area knowledge are discussed.
Pace, B., Rodesiler, L. & Tripp, L. (2010). Pre-service English Teachers and Web 2.0: Teaching & Learning Literacy with Digital Applications. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2335-2342). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).