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Multimodal Composition for Teacher Candidates: Models for K-12 Classroom Writing Instruction

Multimodal Composition for Teacher Candidates: Models for K-12 Classroom Writing Instruction

Dana L. Grisham, Linda Smetana
Copyright: © 2014 |Pages: 20
ISBN13: 9781466643451|ISBN10: 1466643455|EISBN13: 9781466643468
DOI: 10.4018/978-1-4666-4345-1.ch014
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MLA

Grisham, Dana L., and Linda Smetana. "Multimodal Composition for Teacher Candidates: Models for K-12 Classroom Writing Instruction." Exploring Multimodal Composition and Digital Writing, edited by Richard E. Ferdig and Kristine E. Pytash, IGI Global, 2014, pp. 228-247. https://doi.org/10.4018/978-1-4666-4345-1.ch014

APA

Grisham, D. L. & Smetana, L. (2014). Multimodal Composition for Teacher Candidates: Models for K-12 Classroom Writing Instruction. In R. Ferdig & K. Pytash (Eds.), Exploring Multimodal Composition and Digital Writing (pp. 228-247). IGI Global. https://doi.org/10.4018/978-1-4666-4345-1.ch014

Chicago

Grisham, Dana L., and Linda Smetana. "Multimodal Composition for Teacher Candidates: Models for K-12 Classroom Writing Instruction." In Exploring Multimodal Composition and Digital Writing, edited by Richard E. Ferdig and Kristine E. Pytash, 228-247. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4345-1.ch014

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Abstract

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

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