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Volume 17  Issue 2  

Pedagogy Meets Digital Media: A Tangle of Teachers, Strategies, and Tactics

by Julie Rust
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Although increasingly encouraged to incorporate digital media into classrooms to prepare students for engaged participation in a digital world, teachers are often taken by surprise when paradigm clashes arise between traditional school expectations and the affordances of these new spaces.  Through data gathered from ethnographic methodologies during a rich teacher-researcher partnership, this research foregrounds tangles that emerged when a high school English teacher and a partnering researcher adopted new media tools and pedagogies in two traditional English classes.  They concluded that each tangle found its genesis in two competing urges teachers experience when engaging in pedagogical design: the desire to maintain traditional English class norms and the desire to reshape and reimagine it.  This collision of strategies and tactics emerged in five distinct categories: vantage points, genres, boundaries, tasks, and expectations.   These results indicate a need for greater awareness of the difficulties in the maintenance of new classroom spaces; attention to the complex negotiations required when teachers juggle technological knowledge, pedagogical knowledge, and content knowledge; and the need for teacher education to create more space for future teachers to work with these tensions through reflection upon collaborative pedagogical design practices in authentic classroom environments.

Volume 17  Issue 1  

Teachers’ Engagement With New Literacies: Support for Implementing Technology in the English/Language Arts Classroom

by Melody Zoch, Joy Myers & Jennifer Belcher
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This qualitative study examined in-service teachers who were enrolled in a graduate level course that focused on new literacies and the integration of technology with literacy. They also taught children enrolled in a summer writing camp as part of the course. The authors  followed the teachers into their classrooms once the graduate course ended to see if and how they were integrating technology. The primary focus of this article is on ways some of the teachers began to integrate technology into their instruction. An additional finding was that testing was perceived to be an especially challenging barrier to technology integration.

Volume 16  Issue 4  

Learning and Teaching Technology in English Teacher Education: Findings From a National Study

by Donna L. Pasternak, Heidi L. Hallman, Samantha Caughlan, Laura Renzi, Leslie S. Rush & Hannah Meineke
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This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, “As an area of emphasis in the teaching of English, how do teacher educators prepare beginning English teachers to address the teaching of technology and new literacies in the context of the English language arts?” This paper highlights the data and the findings from the self-administered questionnaire portion of the study concerned with technology use in the English language arts methods course.

Volume 16  Issue 2  

Developing Preservice Teachers’ Positionalities in 140 Characters or Less: Examining Microblogging as Dialogic Space

by Mike P. Cook & Jeanne Dyches Bissonnette
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Studies examining preservice teachers’ (PSTs) experiences with microblogging and activities that buttress and promote their social justice development have largely occurred in isolation from one another. To that end, this study examines in what ways pairing the popular social networking website Twitter with readings from a young adult literature course helped PSTs cultivate their awareness of and positionalities related to the social justice issues discussed in the course—and ones they will confront in their classrooms. Although students noted that engaging in this new dialogic space afforded certain benefits, the data suggest that PSTs encountered a variety of obstructions as they worked to develop and articulate their social-justice-oriented positionalities, including difficulty extending in-class conversations and trouble negotiating the social dimensions of Twitter. In examining the intersection between Twitter and its conduciveness to support PSTs’ social justice positionalities, the findings suggest that, despite its popularity, the forum did not prove to be an organic medium for students to engage social justice issues. Findings imply that teacher educators interested in utilizing microblogging to foster PSTs’ social awareness and growth should utilize Twitter as but one of many pedagogical tools to assist students in developing their social justice positionalities.