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Expanding the Conversation: A Commentary Toward Revision of Swenson, Rozema, Young, McGrail, and Whitin Article

, Michigan State University, United States

CITE Journal Volume 6, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

As a commentary aimed toward revision of “Beliefs About Technology and the Preparation of English Teachers: Beginning the Conversation” (Swenson, Rozema, Young, McGrail, & Whitin, 2005), this paper encourages the authors to focus on the multiliteracies that technologies enable as a guiding theme rather than on technologies themselves. It also contends that revisions could be more congruent with current trends in K-12 literacy instruction, namely addressing how multiliteracies and design-based learning can connect with standards and assessment. In so doing, it suggests that the revision of this belief statement can expand the conversation from one primarily about technologies to one that focuses on the changing nature of literacy as well as the larger and long-term implications of this shift for English education.

Citation

Hicks, T. (2006). Expanding the Conversation: A Commentary Toward Revision of Swenson, Rozema, Young, McGrail, and Whitin. Contemporary Issues in Technology and Teacher Education, 6(1), 46-55. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 13, 2018 from .

Keywords

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Cited By

  1. Learners Without Borders: Connected Learning in a Digital Third Space

    Clarice Moran, Kennesaw State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 233–254

  2. Video-Based Response & Revision: Dialogic Instruction Using Video and Web 2.0 Technologies

    Anne Heintz, Carlin Borsheim, Samantha Caughlan, Mary M. Juzwik & Michael B. Sherry, Michigan State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 10, No. 2 (June 2010) pp. 175–196

  3. Relationship of Preservice Teachers’ Technological Pedagogical Content Knowledge with their Vocational Self-Efficacy Beliefs

    Ismail Sahin, Selcuk University, Turkey; Ahmet Oguz Akturk, Karamanoglu Mehmetbey University, Turkey; Denise Schmidt, Iowa State University, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4137–4144

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