ERIC Number: ED564067
Record Type: Non-Journal
Publication Date: 2014
Reference Count: N/A
Literacy Enrichment and Technology Integration in Pre-Service Teacher Education
Keengwe, Jared, Ed.; Onchwari, Grace, Ed.; Hucks, Darrell, Ed.
With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning. "Literacy Enrichment and Technology Integration in Pre-Service Teacher Education" examines the various strategies to resolve the challenges of technology integrations for teachers while offering best practices for transforming education. Focusing on the future of technology integration in education; this book is an essential tool for administrators, technology leaders, faculty, teachers, technology staff, and other educational technology stakeholders in various education-related disciplines. Following a foreword (Lalitha Vasudevan) a preface (Jared Keengwe, Grace Onchwari, Darrell Hucks) and an acknowledgment section (Jared Keengwe), the following chapters are presented: (1) Media-Enhanced Writing Instruction and Assessment (Michael S. Mott, Thea H. Williams-Black); (2) Reframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Education (Eileen Honan, Beryl Exley, Lisa Kervin, Alyson Simpson, Muriel Wells); (3) Building Urban Pre-Service Teachers' Pedagogical Knowledge and Skills through Digital Poetry Collaborations (Jody Polleck, Jason Wirtz); (4) Incorporating Information Literacy into Instructional Design within Pre-Service Teacher Programs (Lesley S. J. Farmer); (5) Investigating Cultural Models of Technology and Literacy Integration in Pre-Service Teacher Education (Damiana Gibbons, Theresa A. Redmond); (6) Creating Virtual Field Trips to Support Student-Centered Learning (Stacy Delacruz, Maria Shaheen); (7) Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model (Neal Shambaugh); (8) Using Digital Knowledge Maps to Integrate Technology into Pre-Service Teacher Education (Ria Hanewald); (9) Implementing a Problem-Based Technology Learning Environment to Foster Cultural Literacy and Responsiveness Instructional Skills (Blanche Jackson Glimps, Theron Ford); (10) Moving from Professional Development to Real-Time Use: How are we Changing Students? (Meghan Morris Deyoe, Dianna L. Newman, Kristie Asaro-Saddler); (11) Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects (Melda N. Yildiz, Belinha S. De Abreu); (12) Expanding the Definitions of Text and Literacy in the Secondary Content Areas: Content Pedagogy as Literacy Practice (Robyn Seglem, Kara L. Lycke); (13) Reading and Writing Strategies: Tools for Active Engagement in the College Classroom (Tanya Sturtz, Darrell Hucks); (14) 21st Century New Literacies and Digital Tools as Empowering Pedagogies for Urban Youth of Color (Yolanda Sealey-Ruiz, Marcelle M. Haddix); (15) Using the Webinar Experience to Increase Teacher Presence within an Online PreService Literacy Course (Peggy Semingson); and (16) "Y'all Laggin'!": Exploring the Intersection of Academic and Youth Language Practices through Digital Tools (Antero D. Garcia, Robyn Seglem, Peter Carlson). A section about the contributors and an index are also included.
Descriptors: Preservice Teacher Education, Preservice Teachers, Technology Integration, Technological Literacy, Educational Strategies, Best Practices, Writing Instruction, Writing Evaluation, Literacy Education, Pedagogical Content Knowledge, Information Literacy, Instructional Design, Electronic Learning, Virtual Classrooms, Field Trips, Student Centered Learning, Concept Mapping, Problem Based Learning, Teaching Skills, Interdisciplinary Approach, Content Area Reading, Content Area Writing, Urban Youth, Minority Group Students, Web Based Instruction, Seminars, Computer Mediated Communication
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Publication Type: Collected Works - General; Books
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A