This paper surveys recent trends and issues related to the integration of newer technologies in K-16 English language arts/literacy learning classrooms. The author argues that newer technologies are used too often in English courses as a tool to learn traditional skills and materials, and not often enough for the transformation of individuals and communities. The author suggests that identifying agents that act as inhibitors to such potentially generative outcomes for technology integration is a necessary first step, and then articulates a wide range of questions that the field might address.
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This teacher-researcher case study examines the use of digital storytelling in a teacher assisting seminar. During the field placement, students composed a digital story of a teaching hour. Combining reflection with classroom footage, students exhibited their work for their colleagues. Digital stories added to the written narratives from the field. This technological opportunity provided teacher assistants with multiple views of themselves as teachers. Implications for future teaching and research include ongoing digital storytelling, mentoring, and the maintenance of the complexity of classroom teaching.