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ERIC Number: ED457522
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Confluent Language Approach Revisited: Towards Integrating Technology in Literacy Education.
Suleiman, Mahmoud F.
Institutions of higher education have been on the forefront of technology integration. In particular, teacher education programs must respond to the training needs of prospective teachers who will in turn help young learners grow in the technologically advanced society. Several steps have been taken by universities and colleges to meet relevant accreditation standards. In addition, universities have joined efforts with other institutions, businesses, state, and national agencies to implement technology standards. Several grants have been given to these institutions to help meet their goals. Based on these trends and practices, this paper disseminates information about technology integration in schools. In particular, the paper highlights the outcomes of technology grant opportunities within the context of a National Council for Accreditation of Teacher Education-accredited university in California. First, it describes in terms of its conceptual framework, the Confluent Education Model (CEM), the context of a university teacher education program at California State University-Bakersfield. Second, it provides an account about a technology grant project, Teaching with New Technologies (TNT). Third, it highlights, in terms of the project's learning cycle, Confluent On-Line Language Pedagogy (CLOP), the interface between technology and literacy. Finally, the paper suggests implications for technology integration in language arts classrooms. (Contains 10 references.) (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A