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Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning with Interactive Online Technologies

Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning with Interactive Online Technologies

Luke Rodesiler, Barbara G. Pace
Copyright: © 2013 |Pages: 17
ISBN13: 9781466619067|ISBN10: 1466619066|EISBN13: 9781466619074
DOI: 10.4018/978-1-4666-1906-7.ch017
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MLA

Rodesiler, Luke, and Barbara G. Pace. "Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning with Interactive Online Technologies." Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation, edited by Richard Hartshorne, et al., IGI Global, 2013, pp. 318-334. https://doi.org/10.4018/978-1-4666-1906-7.ch017

APA

Rodesiler, L. & Pace, B. G. (2013). Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning with Interactive Online Technologies. In R. Hartshorne, T. Heafner, & T. Petty (Eds.), Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation (pp. 318-334). IGI Global. https://doi.org/10.4018/978-1-4666-1906-7.ch017

Chicago

Rodesiler, Luke, and Barbara G. Pace. "Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning with Interactive Online Technologies." In Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation, edited by Richard Hartshorne, Tina L. Heafner, and Teresa Petty, 318-334. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1906-7.ch017

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Abstract

In this chapter, the authors present the framework and methods they employ to integrate online learning opportunities into an English teacher education program at a large, public university in the southeastern United States. The authors focus on their efforts to extend pre-service secondary English language arts teachers’ understandings of what constitutes literacy and what counts as text in the secondary English language arts classroom in a blended technology- and media literacy-focused methods course, a required component of a three-semester English Education Master’s degree program. Specifically, the authors document the ways they nudge pre-service teachers to consider the kinds of literacy events they might design and the types of literacy practices they might promote to support literacy learning with interactive online technologies and popular media in English language arts classrooms.

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