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E-Books and TPACK: What Teachers Need to Know ARTICLE

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Reading Teacher Volume 68, Number 5, ISSN 0034-0561

Abstract

Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are increasingly viewed as an appropriate source for literacy exposure to books and reading by parents and educators, as net sales revenue from ebooks surpassed hardcover books in the first quarter of 2012 (Boog, 2012). As educators consider adopting ebooks as instructional resources, we must consider how to effectively merge content, pedagogy and technology in the early literacy classroom. In this article we discuss the emerging role of ebook technology in early reading instruction, along with describing how the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) can assist teachers in understanding the dynamic relationship between content, pedagogy and technology in the literacy classroom.

Citation

Brueck, J.S. & Lenhart, L.A. (2015). E-Books and TPACK: What Teachers Need to Know. Reading Teacher, 68(5), 373-376. Retrieved September 23, 2017 from .

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