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Extending The Conversation: New Technologies, New Literacies, And English Education, Janet A. Swenson, Carl A. Young, Ewa Mcgrail, Robert A. Rozema, Phyllis Whitin
Extending The Conversation: New Technologies, New Literacies, And English Education, Janet A. Swenson, Carl A. Young, Ewa Mcgrail, Robert A. Rozema, Phyllis Whitin
Middle and Secondary Education Faculty Publications
The authors contend that new technologies have developed new literacies and new ways of thinking that are reshaping our lives. In the rapidly changing world, they argue, these new literacies and their practices must become central to effective English education programs. To frame their argument, they introduce the notion of "technological" pedagogical content knowledge to bridge the perceived binary of technology and English education. Throughout, they analyze how reflection on new technologies and integration of them into coursework for specific purposes is an educational, political, and even a moral imperative.
Understanding English Language Learners’ Needs And The Language Acquisition Process: Two Teacher Educators’ Perspectives, Alicja Rieger, Ewa Mcgrail
Understanding English Language Learners’ Needs And The Language Acquisition Process: Two Teacher Educators’ Perspectives, Alicja Rieger, Ewa Mcgrail
Middle and Secondary Education Faculty Publications
No abstract provided.
Mentoring In The Political And Cultural World Of Academia: An Exploration Of The Experiences Of Literacy Educators, Mark B. Cobb, Dana L. Fox, Joyce E. Many, Mona Matthews, Ewa Mcgrail, Donna Lester Taylor, Gertrude Tinker Sachs, Yan Wan, Faith H. Wallace
Mentoring In The Political And Cultural World Of Academia: An Exploration Of The Experiences Of Literacy Educators, Mark B. Cobb, Dana L. Fox, Joyce E. Many, Mona Matthews, Ewa Mcgrail, Donna Lester Taylor, Gertrude Tinker Sachs, Yan Wan, Faith H. Wallace
Middle and Secondary Education Faculty Publications
No abstract provided.
“It’S A Double Edged Sword This Technology Business”: Secondary English Teachers’ Perspectives On A School-Wide Laptop Technology Initiative, Ewa Mcgrail
Middle and Secondary Education Faculty Publications
In response to national technology mandates, schools across the United States have committed themselves to laptop technology programs as a way to encourage student-centered learning and critical thinking in collaborative classrooms (Getting America’s Students Ready Report, 1996). This study reports on a great deal of teacher ambivalence about technology in English instruction, in the context of a school-wide laptop technology initiative. Four larger clusters of conflict contributed to this ambivalence: a) conflicts around institutional control in implementation of the laptop program and teacher agency, b) conflicts around political pressures for standardized testing and technology mandates, c) conflicts around technology uses …