Technological Tools for the Literacy Classroom

Technological Tools for the Literacy Classroom

Jeff Whittingham (University of Central Arkansas, USA), Stephanie Huffman (University of Central Arkansas, USA), Wendy Rickman (University of Central Arkansas, USA) and Cheryl Wiedmaier (University of Central Arkansas, USA)
Indexed In: SCOPUS
Release Date: April, 2013|Copyright: © 2013 |Pages: 316
ISBN13: 9781466639744|ISBN10: 1466639741|EISBN13: 9781466639751|DOI: 10.4018/978-1-4666-3974-4


Emerging technologies and its pervasiveness within our society has changed the definition of literacy in the classroom. It is therefore important for literacy and language art teachers, educators, and librarians to embrace these new technologies for curriculum implementation.

Technological Tools for the Literacy Classroom combines practical and effective classroom practices with the latest technological research findings utilized in literacy instruction. This reference source is aimed for professionals and researchers in the fields of literacy, language arts, and information and library science who are interested in improving their understanding of these new technologies.

Foreword by Barbara Stripling, President-Elect, American Library Association

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Hardware Applications
  • Literacy Classroom
  • Online Tools
  • Professional Development
  • Software Applications
  • Technology in Literacy
  • Web-Bases Tools for Learning

Reviews and Testimonials

US contributors in education, literacy, communication sciences, and special education synthesize current research and show how the use of technology in education can move classroom learning toward a culture of participation, collaboration, student engagement, and distributed knowledge. After a historical overview, material is organized in sections on web-based online tools for the literacy classroom, hardware and software applications, teacher training in technology, and a final chapter on the future use of technology in literacy. Some specific topics include technology-based literacy for ELLs and students with disabilities, digital ebook readers and adolescent reading practices, and use of apps for early literacy. The authors are affiliated with the University of Central Arkansas.

– Annotation ©2013 Book News Inc. Portland, OR

This book will help educators of all subjects to integrate both literacy and technology into the curriculum and classroom, at any level, particularly K-12, although higher education practitioners will also find chapters of benefit. Combining theoretical and practical chapters, this work will offer research-based evidence to support implementations of the practical ideas offered.

– Sara Marcus, American Reference Books Annual

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Jeff Whittingham, Ph.D is a graduate of Southern Illinois University Carbondale. He is currently an associate professor at the University of Central Arkansas in the Department of Teaching and Learning. Prior to working at the university level Dr. Whittingham taught middle school for thirteen years. Dr. Whittingham’s research interests include literacy, technology, and adolescent literature. He has published articles in Tech Trends, Educational Technology, Middle School Journal, School Library Research, Social Studies and the Young Learner, Journal of Adult Education, and Childhood Education.
Stephanie Huffman is an Associate Professor in the Department of Leadership Studies at the University of Central Arkansas. She earned her EdD in Educational Leadership from Arkansas State University. She also holds an MS in Library Media and Information Technologies and a BSE in Vocational Business Education. She currently serves as program coordinator for two graduate programs (MS in Library Media and Information Technologies and MS in Instructional Technology) and as Director of Distance Learning for the College of Education. Her research interests include distance learning, technology planning and leadership, literacy, technology integration. She is an active member in the American Association of School Librarians, Association for Educational Computing and Technology, and the International Reading Association. Last year she was named Technology Leader of the Year by the Arkansas Association of Instructional Media.
Wendy Rickman is an Assistant Professor at the University of Central Arkansas. She teaches a variety of courses in both the Library Media and Information Technologies Graduate program and the Instructional Technology Graduate program. Rickman has a Master’s of Science in Library Media and Information Technologies from the University of Central Arkansas and earned her doctorate in Educational Leadership from Arkansas State University. With over 6 years of experience in K-12 education, Rickman has an incurable interest in technology, instructional integration, and censorship issues.
Dr. Cheryl Wiedmaier is an associate professor in the Department of Teaching & Learning at the University of Central Arkansas. Dr. Wiedmaier earned her doctorate degree from the University of Missouri-Columbia and has worked in the areas of educational technology and teacher education. Her research interests include improving instruction through the use of educational technology, preparing effective teacher candidates (including the development of professional attitudes and behaviors), and adult education.