Research on Technology in English Education

Name: Research on Technology in English Education
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Carl A. Young Sara Kajder(Editor)

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Front Cover
Research on Technology in English Education
A Volume in
Research Methods for Educational Technology
Series Editor:
Walt Heinecke, University of Virginia
CONTENTS
Part I: TPACK and English Education
1. Developing Technological Pedagogical Content Knowledge Through English Teacher Research and a Pedagogy of Multiliteracies
2. Scaffolding the TPACK Framework in Reading and Language Arts: New Literacies, New Minds
3. Placing Technologies in Preservice English Teacher Reflection: Connecting Reflective Practice and TPACK
Part II: Online Reading Comprehension and Literature Discussion
4. TPACK and New LIteracies of Online Reading Comprehension: Preparing Today's Teachers for Tomorrow's Readers
5. Learning Synchronous Chat Technology by Design in the High School English Classroom
Part III: Virtual Worlds and Online Role Play
6. Virtual Worlds for Literary Study: Technological Pedagogical Content Knowledge in The Village of Umuofia and Other Literary Worlds
7. TPACK Perspective on Learning to Engage in Dialogic Argument Through Participation in Online Role-Play in the English Classroom
Part IV: Digital Writing through Video and Weblogs
8. Negotiating the Privilege of Print With the Affordances of Digital Video Authoring
9. Teacher Knowledge-in-Action: Enacting Multimodal Literacy Pedagogy for DV Composing
10. Blogversing With Fifth Graders: The Intersection of Blogging, Conversations, and Writing
PART V: SOCIAL NetWorks And Content Area Learning
11. Repurposing Social Networking Tools for the Classroom: An Examination of Twitter's Potential for Enhancing ELA Content Knowledge
Research Methods for Educational Technology
Walt Heinecke, Series Editor
Research on Technology in English Education
Edited by
Carl A. Young North Carolina State University
and
Sara Kajder Shady Side Academy
Information Age Publishing, Inc.
Charlotte, North Carolina www.infoagepub.com
Introduction
Carl A. Young and Sara Kajder
References
Figure 1. 1. The pedagogy of multiliteracies framework as enacted in the digital portfolios as a Space for Inquiry Project.
part i
TPACK and English Education
CHAPTER 1
Developing Technological Pedagogical Content Knowledge Through Teacher Research and the Pedagogy of Multiliteracies
Troy Hicks
Context of the Study
Teacher Research and the Pedagogy of Multiliteracies
Data Collection and Research Questions
Data Selection and Analysis
Summary of the Project
Nicole Lerg's Digital Portfolio Design and Its Influence on Her Teacher Research
Tara Autrey's Teacher Research and Its Influence on Her Digital Portfolio Design
TPACK and Implications for Transformative Teacher Research
1. Sharing the Data: Using Technology With Teacher Research
2. Sharing the Work: A Collaborative Research Method With the Educational Researcher as a Facilitator
3. Sharing the Results: Arguments for the Digital Portfolio as a New Genre in Teacher Research
Conclusion
Notes
References
Figure 1. 2. Nicole's digital portfolio home page design after group meeting.
Figure 1. 3. Nicole's first hour class page.
Figure 1. 4. Tara's initial design for her digital portfolio home page.
Figure 1. 5. Tara's redesigned digital portfolio home page.
Figure 2. 1. Project-Based Inquiry (PBI) model.
CHAPTER 2
Scaffolding the TPACK Framework in Reading and Language Arts
New Literacies and New Minds
Hiller A. Spires, Lisa Hervey, and Tanya Watson
TPACK, Distributed Cognition, and Instructional Scaffolding: Theoretical Perspectives
TPACK
Distributed Cognition
Instructional Scaffolding
Method
Participants
The Project-Based Inquiry (PBI) Model
1. Ask a Compelling Research Question. In collaborative dyads, teachers were required to ask a question that integrated the areas of new literacies and technological pedagogical content knowledge (TPACK). They generated a specific question that was a...
2. Gather and Analyze Information. Based on their question, teachers conducted research with the aim of creating an innovative lesson that integrated the areas of new literacies and their TPACK. The goal for the teachers was to be intentional about d...
3. Creatively Synthesize Information. In order to arrive at a creative synthesis, teachers engaged in an iterative design and development process that resulted in representing their research results in a new and original way. The process required the...
4. Critically Evaluate and Revise. To ensure broad based and high- level feedback for their video products, teachers engaged in a 3- part evaluation: self-evaluation, peer evaluation, and outside expert evaluation. Evaluations were based on the follo...
5. Publish and Share. As a culminating activity, teachers shared their videos with class members as well as the larger educational community, on the Friday Institute's New Literacies Collaborative Ning (newlit.org). In creating a video of their PBI...
Procedures and Data Sources
Teacher Survey
Teacher-Generated Analogies
Teacher Online Reflections
Results
Results From Teacher Surveys
Results From TPACK Analogies
Results From Teacher Reflections
New Attitudes: "I Can't Turn Back Now."
New Negotiations: "It's Ok Not to Know Everything."
New Cognitions: "I Can Actually Feel My Brain Changing."
Discussion
Technology Use Cultivates Student Learning and Creativity
Teachers Create a New Educational Future Through Innovation and Leadership
Conclusion
References
Figure 2. 3. Teacher-generated analogies at the beginning and end of the course.
Figure 2. 2. Project-Based Inquiry (PBI) kits.
Table 2.1. Descriptive Statistics of Variables
CHAPTER 3
Placing Technologies in Preservice English Teacher Reflection
Connecting Reflective Practice and Technological Pedagogical Content Knowledge
Melanie Shoffner
Reflective Practice
Benefits of Reflection
Technology to Support Reflection
Technology in Reflection
Email
Discussion Boards
Weblogs
Benefits of Using Technologies in Reflection
Reflection With Critical Friends
Implications for English teachers
Conclusion
Note
References
part iI
Online Reading Comprehension
CHAPTER 4
TPACK and New Literacies of Online Reading Comprehension
Preparing Today's Teachers for Tomorrow's Readers
J. Gregory McVerry
New Literacies of Online Reading Comprehension
TPACK and the New Literacies of Online Reading Comprehension
Technology and the New Literacies of Online Reading Comprehension
Pedagogy and the New Literacies of Online Reading Comprehension
Inquiry Learning
Formative Assessment
Peer-to-Peer Scaffolding
Content and the New Literacies of Online Reading Comprehension
Questioning
Locating
Critical Evaluation
Synthesis
Communication
Classroom Examples of Successful TPACK in Action
Hero Inquiry Project
Internet Reciprocal Teaching
Developing TPACK of Online Reading Comprehension
Professional Development
Successful Examples
Conclusion
References
Table 5.3. Categories Used in Analysis of Students' Collaborative Discourse Moves
CHAPTER 5
Learning Synchronous Chat Technology-By-Design in the High School English Classroom
Susan L. Groenke and Michelle Grothaus
Instructional Contexts
University Context
Michelle's School/Classroom Context
Implementing the Action Research Study: TPCK in Action
Technological Pedagogical Knowledge (TPK) in Action
Peer-Led Book Discussions
Why Chat Online About Books?
PCK in Action
Teaching a Multigenre Young Adult Novel
Transactional Reading Epistemology
Implementing the Study
Reflection and Analysis
Informal Analysis
Formal Analysis
Findings and Discussion
First-Level Analysis: Students' Interpretative Strategies and Understandings of Monster
What Were Flashbacks?
Text-to-Self Connections
Text-to-Text and Text-to-World Connections
Second-Level Analysis: How Students Talk About Monster Online
"Who has a Question?"
The "Silent" Student
Implications for Future Teaching
Envisioning an Ecological Multicontent Approach to Technology Integration and Literature Instruction
1. What background knowledge do students have about the topic?
2. What knowledge might students need to be exposed to before they can engage in meaningful discussion about the topic?
3. What discussion skills might students need to develop to participate in effective discussion?
4. Are multiple constructions of knowledge possible? (p. 373)
Generating Background Knowledge for Discussion About Monster
Preparing Students for Online (CMC) Discussion
Conclusion
Notes
Appendix a: Levels of Questions
Appendix C: Postproject Questionnaire
1. Now that you've had a chance to participate in face-to-face and online discussions, which do you prefer? Explain.
2. Describe the experience of chatting online for you. What was it like? Easy? Hard?
3. Describe working with your group members. Did you work well together?
4. What else do you want to tell us about the experience?
Appendix D: Comment Starters
References
Figure 5. 1.-Example of journal text format in Monster.
Figure 5. 2.-Example of screenplay text format in Monster.
Table 5.1.-Common Reading Instruction Epistemologies
Table 5.2.-Categories Used in Analysis of Students' Interpretative Strategies and Textual Understandings
Table 5.4. Excerpt From Group 4, Chat 1
Table 5.6. Excerpt From Group 3, Chat 3
Table 5.6. (Continued)
Appendix B: Types of Connections
Figure 6. 1. enCore Literary Worlds User Interface.
part iii
Virtual Worlds and Online Role Play
CHAPTER 6
Virtual Worlds for Literary Study
Technological Pedgogical Content Knowledge in The Village of Umuofia and Other Literary Worlds
Allen Webb
Technology
Pedagogy
Content
The Village of Umuofia
Configuring Virtual Space: The Literary Map
Aural Dimension: Enhanced Immersion
Visual Dimension: The Virtual Gallery
Verbal Interaction: The Writerly Text
Student Assessment of the Village of Umuofia
Continuous Development of TPACK
Typology of Virtual Worlds for Literary Study
1. Intertextual Map: As themselves, participants follow a virtual path through the setting of a literary work. Examples: Woolf's London based on early 20th century photographs of the city, closely follows two walking trips that main characters in V...
2. Virtual tour: Participants individually or in groups enter as themselves and explore and interact in a world based on literary sources. Examples: Dicken's London-In a 19th century version of London based on three Dickens novels students encoun...
3. Role Play Stage: The virtual world provides a geographical, visual, and auditory environment, avatars are based characters from source texts, multiple participants engage in dialog in character. Examples: Village of Umuofia based on Things Fall Ap...
4. Alternative Reality Game: On a role play stage, participants as avatars engage in activities with specific goals and rules based on principles or objectives from the source text. Examples: Midsummer Madness, after reading the first act of the play...
5. Second World: Students become builders and design a virtual world that parallels the world of the novel. Example: Brave New World MOO based on the Huxley novel students designed a world that not only included buildings and spaces mentioned in the ...
6. Textual Riff: Student become builders and, along with the professor, gather historical, cultural, literary and interpretative texts and images that respond to the source text. Examples: Pied Piper based on the medieval legend
Island Barrio based ...
7. Virtual Museum: An archive of image, sound, and cultural materials as a supplement to a specific literary work, can be entered by individuals or groups who may then engage in conversation. Examples: Angel's Space based on Tony Kushner's play A...
Conclusion
Note
REFERENCES
Figure 6. 3. Village Gathering from G. I. Jones Archive.
Figure 6. 2. Village of Umuofia Map.
Figure 6. 4. African dressed as British Colonizer from G. I. Jones Archive.
Figure 6. 5. Ceremony? from G.I. Jones Archive
Figure 6. 6. Man and house from G. I. Jones Archive.
Table 6.1. Village of Umuofia Student Survey
Figure 7. 1. Digital mapping-Who has power in the role-play?
CHAPTER 7
A 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
Learning Dialogic Argumentation through Participation in Writing Role-Plays
Uses of Online Role-plays
Interactivity/Connectivity
Multimodality/Identity Construction
Hyperlinking/Hypertextuality
Press Release
High School Students Engaging in Online Role-Play
Reflecting on Role-plays
What We have Learned about TPACK from the Online Role-Plays
Different Digital Tools Serve Different Pedagogical Purposes
Different Digital Tools can Complement Each Other in Achieving Certain Pedagogical Purposes
Multimodality Contributes to the Use of Visual Argument
Interactivity is Essential for Success for Online Role-Plays
Tensions Between Roles Served to Encourage a Higher Level of Interactivity
Students Need to Understand the Norms and Expectations of Online Forum
Students are More Motivated to Participate When They Can Change the Status Quo
Implication for Further Research
Transfer Between School/Nonschool Online Argumentative Strategies
Involvement of Other, Outside Participants
Coping With Conflict Versus Collaboration
Uses of Digital Diagrams/Mapping
Conclusion
References
part IV
Digital Writing through Video and Weblogs
CHAPTER 8
Negotiating the Privilege of Print With the Affordances of Digital Video Authoring
Jamie Myers
Ms. Iacobazzo's Character iMovies
Mr. King's Novel Scene iMovies
Ms. Zulhke's Vocabulary iMovies
Ms. Becker's critical media iMovies
Affordances and Tensions in Print and Video Authoring
APPENDIX
1. You and two others (a group of three all together) will create a 2-3 minute I-movie that constructs some type of message about the media and uses at least TWO QUOTES from Brave New World.
2. There are many other ways you can do this-juxtaposing images, using music and news video, acting out a live action scene, creating a montage of still photographs from magazines, clip art, movie clips, photographs from home, et cetera.
3. Your I-movie must include meaningful musical choices that enhance the point you are trying to make.
4. Your I-movie must include transitions from one scene to the next when appropriate.
5. Your I-movie must creatively utilize technological capabilities. (Special effects, timing elements, etc.)
References
Figure 9. 1. A social space for composing understanding.
CHAPTER 9
Teacher Knowledge-in-Action
Enacting Multimodal Literacy Pedagogy for DV Composing
Suzanne M. Miller, Keith Hughes, and Merridy Knips1
Overview of Theory and Research
Methodology
Data Collection
Data Analysis
Site and Participants
Findings
Teacher-Enacted Knowledge in Classrooms: The Real Test of TPACK
Teacher Stance for Taking the "Cultural Jump"
"Finding My Wings" in Felt Purpose
Making It Work: A Social Space for Purposeful Composing
Drawing on Student Lifeworlds to Create Curricular Purpose
Focusing on Multimodal Design
Keith Introduces a Movie-in-a-Day
Explicit Focus on Multimodal Composing
Adapting to Social Learning-Toward Sharing Agency
Authentic Purposes for Composing the Curriculum
Discussion
Notes
References
Figure 9. 2. Keith's depiction of his philosophy of education.
CHAPTER 10
Blogversing With Fifth Graders
The Intersection of Blogging, Conversations, and Writing
Ewa McGrail and Anne Davis
Introduction to Blogging
What Kind of Literacies Does Blogging Engage?
Why Blogversing?
Research Project
Participants
Researcher Roles
Blogging Activities in Support of Writing Development
Data Collection and Analysis
Learning Through Blogversing
Conversations
Relationships and Audience
Role Change and Agency
The Blogging Teacher's Pedagogy
Reflection and Evaluation
Implications From Blogversing for Technological Pedagogical Content Development in English/Language Arts, Teacher Education, and Professional Development
Note
REFERENCES
Figure 10. 1. Mia's advice on word choice.
Figure 10. 2. Eddie's Mindmap Reflection on Blogging
Table 11.1. Total Tweets
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
RELEVANT WORK
METHOD
Introduction
Research Questions
1. How can Twitter be used as a learning tool for language exploration in the English language arts methods classroom?
2. To what extent is it a viable tool for enhancing English language arts content knowledge, specifically for fostering new ways of thinking about language?
Data Collection and Data Analysis
FINDINGS
Examination of Tweets
Survey Analysis
Students' Overall Experiences With Language Today
Students Reported Positive Experiences: Students Gleaned Content Knowledge
Students Reported Positive Experiences: Twitter and Its Education Potential
Students Reported Positive Experiences: Professional Connections
Students Reported Negative Experiences: Language Today Content
Students Reported Negative Experiences: Navigating Twitter
Students Reported Negative Experiences: Language Today Overall
Factors Impacting Students' Experiences
Past Social Networking Experience
Ease of Navigating Twitter
Extent of Engagement With Language Today
Clicking on URLs
Students' Use of Twitter Features
Impact of Personal Account
Students' Perceptions of What Would Have Improved Language Today Experience
Future use of Twitter
Students Envision Twitter's Education Potential
Interview Analysis
The Participants
Coding the Interviews
Language Today Impacted Content Knowledge
Twitter's Potential as a Tool for the Classroom
Twitter's Potential for Professional Connections
Hesitations About Using Twitter in Education
Twitter as a Personal Preference
Shifting Perceptions of Twitter: During the Course and in the Field
Would use Twitter if Others Used it
Twitter Specifically Versus Another Technology Tool
DISCUSSION
Implications for Practice
Implications for Future Research
Limitations of Study
REFERENCES
Table 11.2. Categories of Tweets
Figure 11. 2. Eighty-eight percent agree that reading Language Today tweets enhanced knowledge.
Figure 11. 1. Eighty-one percent agree that posting to Language Today enhanced knowledge.
Figure 11. 3. Seventy-one percent agree that Language Today impacted thinking about language instruction.
Figure 11. 4. Sixty-five percent agree that Language Today felt connected to course content.
Figure 11. 5. Eighty-four percent agree that Twitter was easy to set up and navigate.
Figure 11. 6. Attitude toward 140-character limit.
Figure 11. 7. Weekly time spent reading Language Today tweets.
Figure 11. 8. Weekly time spent reading real-time tweets.
Figure 11. 10. Sixty-four percent agree that they usually clicked on URLs.
Figure 11. 9. Thirty-two percent agree that interest in tweets depended on knowing author of tweet.
Figure 11. 11. Forty-seven percent agree they started following other Twitterers based on Language Today.
Figure 11. 12. Thirty-nine percent agree that they posted regularly to personal account.
Figure 11. 13. Sixty-four percent agreed that they followed other Twitterers from personal account.
Figure 11. 14. Fifty-four percent agree that they will maintain personal account after course.
Figure 11. 15. Sixty-one percent agree that they would consider using Twitter with future students.
Figure 11. 16. Sixty percent agree that they will continue to follow Language Today.
About the Contributors
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Research on Technology in English Education

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