Left Behind: Challenges for English/Language Arts and Technology Educators in the Third Millennium
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Hirtle, J., Patterson, L. & Stehens, L. (2007). Left Behind: Challenges for English/Language Arts and Technology Educators in the Third Millennium. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2802-2806). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25025.
Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
Abstract: English Language Arts Educators are faced with more opportunities and greater challenges than at any other time in their history. The new literacies available to teachers afford a great opportunity to engage students in their literacy cultural heritage. But there is still a reluctance to utilize these tools. This position paper examines public policy, professional organizations' initiatives and research to suggest ways that powerful new tools can be utilized to support the timeless tasks of building knowledge and thinking critically.
- Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration
- Creating Virtual Communities of Professional Practice
- Conducting Education Methods On-Line to Teachers on Emergency Certification
- It Takes a Village to Build A Writing Project: A Case Study of a Virtual Learning Community
- Critical Pedagogy and New Media Literacy: A Case Study
- The Effects of the Use of Interactive Whiteboards on Student Achievement
- Computer-Mediated Communication, The Infosphere and the Virtual Learning Community
- A New Teacher Tool, Interactive White Boards: A Meta Analysis
- Toward Technology Integration in the Schools: Why It Isn’t Happening
- A Constructivist Approach To Technology Literacy For Preservice Teachers
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