Research on Technology in English Education

Edited by:
Carl A. Young, North Carolina State University
Sara Kajder, Shady Side Academy

A volume in the series: Research, Innovation & Methods in Educational Technology. Editor(s): Chrystalla Mouza, University of Delaware. Nancy C. Lavigne, University of Delaware.

Published 2013

This book brings together the voices of leading English Education researchers who work to offer views into the changing landscape of English as a result of the use of digital media in classrooms, out of school settings, universities and other contexts in which readers and writers work. But, as in most useful texts, the purpose is more nuanced and far reaching than simply offering a glimpse into where we currently find ourselves as a field. In sum, the collection brings together and interweaves what we are coming to know and understand about teaching English within a shifting digital landscape as well as the implications for teacher education and the discipline of English Education specifically.

The intended audience for this particular book is English educators, doctoral candidates in the field of English education, researchers and scholars in the field, and English language arts teachers – especially those interested in the impact digital technologies can have in our field.

Introduction, Carl A. Young and Sara Kajder. PART I: TPACK AND ENGLISH EDUCATION. Developing Technological Pedagogical Content Knowledge Through English Teacher Research and a Pedagogy of Multiliteracies, Troy Hicks. Scaffolding the TPACK Framework in Reading and Language Arts: New Literacies, New Minds, Hiller Spires, Lisa Hervey, and Tanya Watson. Placing Technologies in Preservice English Teacher Reflection: Connecting Reflective Practice and TPACK, Melanie Shoffner. PART II: ONLINE READING COMPREHENSION AND LITERATURE DISCUSSION. TPACK and New Literacies of Online Reading Comprehension: Preparing Today’s Teachers for Tomorrow’s Readers, J. Gregory McVerry. Learning Synchronous Chat Technology by Design in the High School English Classroom, Susan Groenke and Michelle Grothaus. PART III: VIRTUAL WORLDS AND ONLINE ROLE PLAY. Virtual Worlds for Literary Study: Technological Pedagogical Content Knowledge in The Village of Umuofia and Other Literary Worlds, Allen Webb. TPACK Perspective on Learning to Engage in Dialogic Argument Through Participation in Online Role-Play in the English Classroom, Richard Beach and Candance Doerr-Stevens. PART IV: DIGITAL WRITING THROUGH VIDEO AND WEBLOGS. Negotiating the Privilege of Print With the Affordances of Digital Video Authoring, Jamie Myers. Teacher Knowledge-in-Action: Enacting Multimodal Literacy Pedagogy for DV Composing, Suzanne Miller, Keith Hughes, and Merridy Knips. Blogversing With Fifth Graders: The Intersection of Blogging, Conversations, and Writing, Ewa McGrail and Anne Davis. PART V: SOCIAL NETWORKS AND CONTENT AREA LEARNING. Repurposing Social Networking Tools for the Classroom: An Examination of Twitter’s Potential for Enhancing ELA Content Knowledge, Carl A. Young and Naomi Kraut. About the Authors.