Non-Fiction Books:

Integrating Technology in Literacy Instruction

Models and Frameworks for All Learners
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Paperback / softback
Integrating Technology in Literacy Instruction by Peggy S. Lisenbee

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This text addresses the changing literacies surrounding students and the need to communicate effectively using technology tools. Technology has the power to transform teaching and learning in classrooms and to promote active learning, interaction, and engagement through different tools and applications. While both technologies and research in literacy are rapidly changing and evolving, this book presents lasting frameworks for teacher candidates to effectively evaluate and implement digital tools to enhance literacy classrooms. Through the lens of Universal Design for Learning (UDL), this text prepares teacher candidates to shape learning environments that support the needs and desires of all literacy learners through the integration of technology and literacy instruction by providing a range of current models and frameworks. This approach supports a comprehensive understanding of the complex multiliteracies landscape. These models address technology integration and demonstrate how pedagogical knowledge, content knowledge, and technological knowledge can be integrated for the benefit of all learners in a range of contexts. Each chapter includes prompts for reflection and discussion to encourage readers to consider how literacy and technology can enable teachers to become agents of change, and the book also features Appendices with annotated resource lists of technology tools for students' varied literacy needs in our digital age.

Author Biography

Peggy S. Lisenbee is Assistant Professor in the Department of Literacy and Learning at Texas Woman's University, USA. Jodi Pilgrim is Professor at the University of Mary Hardin-Baylor, USA. Sheri Vasinda is Associate Professor in the School of Teaching, Learning and Educational Sciences at Oklahoma State University, USA.
Release date NZ
July 8th, 2020
  • Postgraduate, Research & Scholarly
Country of Publication
United Kingdom
13 Tables, black and white
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