Research on Technology in English Education
Published on 24. January 2013
Book
Hardback
342 pages
978-1-62396-086-5 (ISBN)
Description
This book brings together the voices of leading English Education researchers who work to offer views into the changing landscape of English as a result of the use of digital media in classrooms, out of school settings, universities and other contexts in which readers and writers work. But, as in most useful texts, the purpose is more nuanced and far reaching than simply offering a glimpse into where we currently find ourselves as a field. In sum, the collection brings together and interweaves what we are coming to know and understand about teaching English within a shifting digital landscape as well as the implications for teacher education and the discipline of English Education specifically.
The intended audience for this particular book is English educators, doctoral candidates in the field of English education, researchers and scholars in the field, and English language arts teachers - especially those interested in the impact digital technologies can have in our field.
The intended audience for this particular book is English educators, doctoral candidates in the field of English education, researchers and scholars in the field, and English language arts teachers - especially those interested in the impact digital technologies can have in our field.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 23 mm
Weight
678 gr
ISBN-13
978-1-62396-086-5 (9781623960865)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Carl A. Young, North Carolina State University, USA.
Sara Kajder, University of Pittsburgh, USA.
Sara Kajder, University of Pittsburgh, USA.
Content
Introduction, Carl A. Young and Sara Kajder.
Part I. TPACK and English Education.
Chapter 1. Developing Technological Pedagogical Content Knowledge Through English Teacher Research and a Pedagogy of Multiliteracies, Troy Hicks.
Chapter 2. Scaffolding the TPACK Framework in Reading and Language Arts: New Literacies, New Minds, Hiller Spires, Lisa Hervey, and Tanya Watson.
Chapter 3. Placing Technologies in Preservice English Teacher Reflection: Connecting Reflective Practice and TPACK, Melanie Shoffner.
Part II. Online Reading Comprehension and Literature Discussion.
Chapter 4. TPACK and New Literacies of Online Reading Comprehension: Preparing Today's Teachers for Tomorrow's Readers, J. Gregory McVerry.
Chapter 5. Learning Synchronous Chat Technology by Design in the High School English Classroom, Susan Groenke and Michelle Grothaus.
Part III. Virtual Worlds and Online Role Play.
Chapter 6. Virtual Worlds for Literary Study: Technological Pedagogical Content Knowledge in The Village of Umuofia and Other Literary Worlds, Allen Webb.
Chapter 7. TPACK Perspective on Learning to Engage in Dialogic Argument Through Participation in Online Role-Play in the English Classroom, Richard Beach and Candance Doerr-Stevens.
Part IV. Digital Writing Through Video and Weblogs.
Chapter 8. Negotiating the Privilege of Print With the Affordances of Digital Video Authoring, Jamie Myers.
Chapter 9. Teacher Knowledge-in-Action: Enacting Multimodal Literacy Pedagogy for DV Composing, Suzanne Miller, Keith Hughes, and Merridy Knips.
Chapter 10. Blogversing With Fifth Graders: The Intersection of Blogging, Conversations, and Writing, Ewa McGrail and Anne Davis.
Part V. Social Networks and Content Area Learning.
Chapter 11. Repurposing Social Networking Tools for the Classroom: An Examination of Twitter's Potential for Enhancing ELA Content Knowledge, Carl A. Young and Naomi Kraut.
About the Authors.
Part I. TPACK and English Education.
Chapter 1. Developing Technological Pedagogical Content Knowledge Through English Teacher Research and a Pedagogy of Multiliteracies, Troy Hicks.
Chapter 2. Scaffolding the TPACK Framework in Reading and Language Arts: New Literacies, New Minds, Hiller Spires, Lisa Hervey, and Tanya Watson.
Chapter 3. Placing Technologies in Preservice English Teacher Reflection: Connecting Reflective Practice and TPACK, Melanie Shoffner.
Part II. Online Reading Comprehension and Literature Discussion.
Chapter 4. TPACK and New Literacies of Online Reading Comprehension: Preparing Today's Teachers for Tomorrow's Readers, J. Gregory McVerry.
Chapter 5. Learning Synchronous Chat Technology by Design in the High School English Classroom, Susan Groenke and Michelle Grothaus.
Part III. Virtual Worlds and Online Role Play.
Chapter 6. Virtual Worlds for Literary Study: Technological Pedagogical Content Knowledge in The Village of Umuofia and Other Literary Worlds, Allen Webb.
Chapter 7. TPACK Perspective on Learning to Engage in Dialogic Argument Through Participation in Online Role-Play in the English Classroom, Richard Beach and Candance Doerr-Stevens.
Part IV. Digital Writing Through Video and Weblogs.
Chapter 8. Negotiating the Privilege of Print With the Affordances of Digital Video Authoring, Jamie Myers.
Chapter 9. Teacher Knowledge-in-Action: Enacting Multimodal Literacy Pedagogy for DV Composing, Suzanne Miller, Keith Hughes, and Merridy Knips.
Chapter 10. Blogversing With Fifth Graders: The Intersection of Blogging, Conversations, and Writing, Ewa McGrail and Anne Davis.
Part V. Social Networks and Content Area Learning.
Chapter 11. Repurposing Social Networking Tools for the Classroom: An Examination of Twitter's Potential for Enhancing ELA Content Knowledge, Carl A. Young and Naomi Kraut.
About the Authors.