Pedagogical Frameworks of E-Reader Technologies in Education

Pedagogical Frameworks of E-Reader Technologies in Education

Nance Wilson (Lourdes University, USA), Vassiliki I. Zygouris-Coe (University of Central Florida, USA), Victoria M. Cardullo (University of Central Florida, USA) and Jennifer L. Fong (Bowling Green State University, USA)
DOI: 10.4018/978-1-4666-2985-1.ch001
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Abstract

E-readers are changing the nature of learning in our classrooms and the nature of classroom instruction. E-readers create a learning environment that prepares students to live in a world where technology is ever-changing and learning is constantly evolving. In this chapter, the authors introduce a pedagogical framework for teaching using e-readers. The complexity of developing and implementing a pedagogical framework using the ever-changing technology of e-readers requires a teacher who is metacognitive. This model emphasizes the metacognitive teacher, putting dispositions at the center of the framework. The metacognitive teacher is informed by her content knowledge, pedagogical knowledge, technological knowledge, and knowledge of students.
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Pedagogical Frameworks: Past And Present

A pedagogical framework provides a structure for understanding teaching that occurs in the classroom. It provides researchers, teachers, and administrators with a lens from which to both evaluate teacher performance and train new teachers. A framework identifies the knowledge, skills, and dispositions of a teacher who is guiding their students to achieve.

The role of the classroom teacher in 21st century learning is critical; the teacher’s range of knowledge will guide how teaching and learning will take place in her classroom, the opportunities she will create to engage students with multimodal learning, her scaffold for teaching multimodality, and her language with which she will discuss and communicate such teaching and learning (Kalantzis, Cope, & Cloonan, 2010). Teachers will also need to align technologies with standards that represent 21st century knowledge and skills, as well as with content and pedagogy and develop the ability to use technologies to meet students’ learning needs (AACTE, 2010). Teachers will be required to guide students’ reading and engagement with complex print and non-print texts and overall learning through complex digital learning spaces (Coiro, 2009).

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