Critical Approaches to Technological Literacy and Language Education
Karla Saari Kitalong, University of Central Florida, United States ; Richard J. (Dickie) Selfe, Michigan Technological University, United States
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
When we integrate technology into teaching and learning, our challenge is to imagine and enact technology-rich learning environments in which both teachers and students can succeed in ways that technicians and administrators can sustain. We suggest three approaches to designing such environments; each approach is useful at a different level of specificity. In the classroom, technology autobiographies help teachers learn about their students' technological backgrounds and capabilities. At the institutional level, a "multiculturalism" metaphor helps teachers and administrators imagine locally appropriate models of technology support. In the context of pre-service and in-service teacher education, a heuristic we've developed encourages critical reflection by teachers as they learn and implement new technologies.
Kitalong, K.S. & Selfe, R.J. (2001). Critical Approaches to Technological Literacy and Language Education. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 1994-1998). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).