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Scaffolding Pre-Service English Teachers to Teach Secondary Students How to Utilize Digital Tools When Composing

Scaffolding Pre-Service English Teachers to Teach Secondary Students How to Utilize Digital Tools When Composing

Megan Guise, Susanna L. Benko
Copyright: © 2014 |Pages: 19
ISBN13: 9781466659827|ISBN10: 1466659823|EISBN13: 9781466659834
DOI: 10.4018/978-1-4666-5982-7.ch029
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MLA

Guise, Megan, and Susanna L. Benko. "Scaffolding Pre-Service English Teachers to Teach Secondary Students How to Utilize Digital Tools When Composing." Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson and Clif Mims, IGI Global, 2014, pp. 589-607. https://doi.org/10.4018/978-1-4666-5982-7.ch029

APA

Guise, M. & Benko, S. L. (2014). Scaffolding Pre-Service English Teachers to Teach Secondary Students How to Utilize Digital Tools When Composing. In R. Anderson & C. Mims (Eds.), Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings (pp. 589-607). IGI Global. https://doi.org/10.4018/978-1-4666-5982-7.ch029

Chicago

Guise, Megan, and Susanna L. Benko. "Scaffolding Pre-Service English Teachers to Teach Secondary Students How to Utilize Digital Tools When Composing." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson and Clif Mims, 589-607. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5982-7.ch029

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Abstract

The use of digital tools in the composing process and the development of 21st century literacies are becoming more important in order to equip students with the skills needed for college and career readiness. As new technologies continue to emerge and shape daily life, it is important for teachers and students to envision how these digital tools can be used to enhance communication, particularly writing. The authors share effective strategies for helping pre-service teachers to become more comfortable – as writers – with certain digital tools and to critically evaluate the benefits and limitations of these digital tools. In addition, the authors present a unit of instruction that scaffolds pre-service teachers to develop their own writing instruction and assignment for secondary students, which require secondary students to utilize digital tools throughout the composing process. The authors argue for working towards greater inclusion of technology in the English classroom.

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