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Multiple technologies and multiliteracies: How Beginning English Teachers Make Sense of Technology and Literacy in their Classroom Instruction
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, , Purdue University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This brief paper draws from a research study initiated in the fall of 2012 to explore beginning secondary English teachers’ understandings of and experiences with multiliteracies. One element of the study – teachers’ use of technologies to address multiliteracies in their classroom instruction – provides the focus for this brief paper. In order to better understand the connections between technology and multiliteracies, the researchers explore how beginning English teachers make sense of and engage with technology within the context of multiliteracies. They then apply their findings to preservice English teacher preparation.

Citation

Boche, B. & Shoffner, M. (2013). Multiple technologies and multiliteracies: How Beginning English Teachers Make Sense of Technology and Literacy in their Classroom Instruction. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4479-4482). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2020 from .

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