Integrating Literacy and Technology

Effective Practice for Grades K-6
1. Auflage 2007
ISBN: 978-1-59385-452-2
Verlag: Guilford Publications

Buch, Englisch, 146 Seiten, Format (B × H): 177 mm x 252 mm, Gewicht: 290 g

Reihe: Tools for Teaching Literacy

An accessible resource for busy teachers, this informative book sets the stage for using technology effectively in the literacy classroom. The authors take the reader step by step through the ongoing cycle of planning, teaching, and assessment in a technology-rich environment. They demonstrate how to use the Internet and reading and writing software not only to teach core literacy skills, but also to help children develop new reading and communication competencies for the digital age. Vivid classroom examples illustrate specific strategies for explicit instruction, teacher modeling, think-alouds, and interactive demonstration. The book also offers tools and tips to support professional development, including reproducible materials for use by individual teachers or study groups.

Autoren/Hrsg.

Watts Taffe, Susan

Gwinn, Carolyn B

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

1. Introduction
2. The Learning Environment for Literacy-Technology Integration
3. Learning about Effective Technology Integration: A Guide for Teachers
4. Planning for Literacy-Technology Integration
5. Teaching Effectively with Technology
6. Using Assessment to Inform Decision Making in the Technology-Enriched Learning Environment
7. The Teacher as Change Agent in the Literacy-Technology Learning Environment
8. The Impact of Technology on Our Journey as Teachers: Looking Back, Looking Forward
*A Glossary of Terms: New Words Associated with New Technologies
*Appendices: Tools for Thinking about Technology Integration

Über Autor(innen)

Susan Watts Taffe, PhD, is a researcher and consultant in the field of literacy education. In addition to literacy-technology integration, her research interests include vocabulary development, students experiencing difficulty with reading, and teacher professional development, particularly in culturally and linguistically diverse settings. A frequent speaker at state and national conferences, Dr. Watts Taffe has had articles appear in journals such as The Reading Teacher, Language Arts, Journal of Literacy Research, and Reading Research Quarterly. She has been a special education teacher and reading diagnostician. Dr. Watts Taffe spent 13 years on the faculty of the University of Minnesota, where she was associate professor of elementary and literacy education. In 1996, she received the College of Education and Human Development Distinguished Teaching Award for her work with preservice and inservice teachers. She currently resides in Cincinnati, Ohio.
 
Carolyn B. Gwinn, PhD, is a researcher and consultant in the field of literacy education; in this capacity, she focuses on the meaningful integration of technology into literacy curricula, infusion of best practices into literacy instruction, and the design and delivery of high-quality professional development. As an elementary curriculum specialist for one of the largest school districts in Minnesota, Dr. Gwinn engages in strategic planning, implementation, and evaluation of literacy-related initiatives and provides leadership to the district’s technology and media study committee. She has presented at numerous regional and national conferences and has published articles in professional journals including The Reading Teacher. Dr. Gwinn has been a classroom teacher in grades 1, 4, and 5; a reading specialist; and a resource teacher. She has also taught undergraduate and graduate literacy methods courses at the University of Minnesota, where she has been recognized for her outstanding teaching and leadership in the community.