Learning to Teach Writing Across Contexts

The purpose of this study is to examine how Jacob (pseudonyms are used), a preservice teacher, understood and implemented writing instruction during an early field experience and then again during his student teaching placement. This study contributes to the literature suggesting that the context where the teaching occurs significantly influences preservice or novice teachers’ instructional decision-making. Examining how Jacob appropriated conceptual and pedagogical tools during his early field experience with his implementation, or lack of, at his student teaching site, deepens the field’s understanding of how context influences instructional decisions and how preservice teachers may hold on to certain beliefs even when not consistent with the context

Making moves: Lateral reading and strategic thinking during digital source evaluation

Using screencasting videos as think-alouds, this case study explores the process three high school seniors used when tasked with evaluating digital sources. Drawing from dual level theory of literacy, the study explores the complexities involved when students are asked to conduct informal research of their source (a strategy called lateral reading) in order to improve their ability to uncover potential bias in digital sources. Results indicate that lateral reading encouraged healthy reader skepticism and slowed readers down in the review, but students lacked sophisticated online reading and research strategies

Writing the World: Preservice Teachers’ Perceptions of 21st Century Writing instruction

The purpose of this mixed-methods study was to explore preservice teachers’ perceptions of integrating technology into writing instruction before and after a methods course and the experiences in a methods course that, according to the preservice teachers, influenced these perceptions. Participants were enrolled in two sections of a Teaching Language and Composition course. Data collected included an adapted Likert-scale pre and posttest survey, and focus group interviews. Preservice teachers self-reported salient course experiences, and also discussed the affordances and tensions they felt in thinking about how to use technology to teach writing. This study has implications for teacher education and writing methods courses

Learning about Teaching Writing: The Use of Roles to Support Preservice Teachers Pedagogical Knowledge and Practices

If teacher educators are fortunate to be able to teach a writing methods class, they encounter challenges in designing field experiences that support what preservice teachers are learning in their course. In this article, we described how we developed a unique field placement where the preservice teachers worked in teams and rotated roles each week. We found that these taking on these roles provided preservice teachers with unique lenses to learning about writing, students, and general teaching pedagogies

Preparing Teachers to Teach Writing Using Technology

<p>Foreword by David Reinking... XIII<br>Preface... XVI<br><br><strong>Section I: Preservice Teacher Methods Courses</strong><br><em>Chapter 1</em> Exploring Multimodal Composing Processes with Pre-Service Teachers... 1..... Ryan M Rish<br><em>Chapter 2 </em> Developing Preservice Teachers for 21st Century Teaching: Inquiry, the Multigenre Research Paper, and Technology..... 17..... Carol Wickstrom<br>Chapter 3 No more index cards! No notebooks! Pulling new paradigms through to practice..... 43..... Nanci Werner-Burke & Dawna Vanderpool<br>Chapter 4 Exploring Writing with iPads: Instructional Change for Pre-Service Educators..... 57..... Joan Rhodes<br><br><strong>Section II-- In-service Teacher Methods Courses</strong><br>Chapter 5 Fostering Student Writing-to-Learn through App Affordances..... 71 .....Richard Beach & David O’Brien<br>Chapter 6 Virtual worlds, videogames and writing instruction: Exploring games-based writing practices across content areas..... 83..... Hannah Gerber & Debra Price<br>Chapter 7 Engaging Teachers in Digital Products and Processes: Interview Feature Articles..... 97..... Susan D Martin & Sherry Dismuke<br><br><strong>Section III-- Working with Teachers in the K-12 Setting</strong><br>Chapter 8 Helping teachers make the shift: Professional development for renovated writing instruction..... 111 Vicki S Collet<br>Chapter 9 Teaching Long-Term English Learners to Write in Content Areas:<br>The Application of Dynamic and Supportive Instruction..... 125.. Nancy Akhavan<br>Chapter 10 Technology and Writing Instruction: Three Cases in a Title I Elementary School .....137 ..Beverly McIntyre<br><br><strong>Section IV Beyond Professional Development</strong><br>Chapter 11 Write, Respond, Repeat: A Model for Teachers’ Professional Writing Groups in a Digital Age ....149 ....Troy Hicks, Erin Busch-Grabmeyer, Jeremy Hyler, & Amanda Smoker<br>Chapter 12 Comic life + writing = motivated student writers: Incorporating visual graphics to teach writing..... 163 .....Lynda Valerie & Farough Abed<br><br><strong>Section V Composition Coursework</strong><br>Chapter 13 Errors and expectations in the electronic era..... 181....Jesse Kavadlo<br>Chapter 14 E-feedback focused on students’ discussion to guide collaborative writing in online learning environments..... 195.....Teresa Guasch, Anna Espasa & Paul A Kirschner<br>Chapter 15 Writing with Wikipedia: Building ethos through collaborative academic research...... 209 .....Frances Di Lauro & Angela M Shetler</p> <p><strong>Section VI Conclusion</strong><br>Chapter 16 Assessing the impact of technology on preparing teachers to write using technology.....227 .....Kristine E Pytash, Richard E Ferdig, & Timothy V Rasinski</p> <p><strong>Contributors</strong></p><p>For related content, visit: <a href="http://tinyurl.com/writingtech">http://tinyurl.com/writingtech</a></p

Using technology to enhance reading: innovative approaches to literacy instruction

Enhance students' reading abilities with technology. Discover how technological resources can improve the effectiveness and breadth of reading instruction to build student knowledge. Read real-world accounts from literacy experts, and learn how their methods can be adapted for your classroom. Explore how to foster improvement in student learning using a variety of tools, including interactive whiteboards, tablets, and social media applications

The use of digital poetry to inform preservice teacher education and in-service teacher professional development during COVID-19

Digital poetry has been an important and innovative genre in many disciplines. This paper describes two separate tools (Emerge and Thread) that were used to support teacher professional development during the COVID-19 pandemic. Results suggest that within one month, over 120 poems at each of two separate schools were created, showing both a willingness of the teachers to engage in this form of professional development and a desire of the students to share their knowledge. The paper includes an invitation to freely collaborate in both the use of and research studies on digital poetry for teacher education.</p