Preface The May 2005 National Council of Teachers of English (NCTE) Conference on English Education (CEE) Leadership and Policy Summit brought together over 75 past, present, and future leaders of CEE from across the United States to Georgia State University to rethink issues related to the preparation and continuing professional development of English language arts […]
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As national teacher education and government organizations continue to endorse technology integration in K-12 settings, university doctoral programs in English education face a complex task. They are being called upon to prepare scholars who will contribute meaningfully to the latest corpus of research and also to prepare teacher educators who will be conversant in both traditional academic areas, as well as the cutting edge of the latest technology-enhanced (and frequently media-based) pedagogical and communicative tools. How should doctoral programs prepare students for such complex leadership roles? In answer to this question, this article presents a scenario describing effective technology integration in doctoral English education. It suggests specific ways of integrating technology into the three components of a doctoral English education program: coursework and comprehensive exams, teaching practicum, and research and dissertation.