This fully updated third edition of "Teaching and Learning with Technologies in the Primary School" introduces practising and student teachers to the range of ways in which technology can be used to support and extend teaching and learning opportunities in their classrooms. Newly expanded to include 50% brand new chapters reflecting the…

This qualitative case study examined a cross-curricular collaboration between two-methods instructors using digital storytelling to engage pre-service teachers in developing writing pedagogies through the curriculum integration and authentic application of the practice of writing and technology. Pre-service teachers learned about writing…

The presence of mobile technologies within preschool and elementary classrooms has been increasing, yet review studies which measure the effectiveness of mobile technologies to support children's literacy achievement remains scarce. The purpose of this study is to conduct a systematic review to examine the influence of mobile technologies on…

Teaching in remote, distance, and hybrid environments can be overwhelming and confusing and poses many challenges for novice and veteran teachers alike. In this comprehensive and practice-ready book, you'll find clear ideas for implementing the best practices of English-language instruction in remote teaching settings. Understanding that remote…

Students learn to read and write best when their teachers balance literacy instruction. But how do you strike the "right" balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential? The answer lies in the…

The idea of storytelling goes beyond the borders of language, culture, or traditional education, and has historically been a tie that bonds families, communities, and nations. Digital storytelling offers opportunities for authentic academic and non-academic literacy learning across a multitude of genres. It is easily accessible to most members of…

This authoritative text and practitioner resource has now been extensively revised and expanded with 70% new material covering new topics and standards in literacy leadership. Prominent experts present research-based methods for improving instruction, assessment, and professional learning experiences in PreK-12. The distinct roles of teachers,…

This study examined the ways in which 18 first-grade teachers and their students in 11 high-risk urban schools began to use literacy-focused technology. The goal of the study was to observe the technology in use by the students, to observe the classroom dynamics and teachers' instructional choices centered around technology use, to look at student…

In attempting to define postmodernism, many search for a "neat central core" (Beck, 1993) thus attempting to universalize all postmodern theories and operate "within the modern obsession with control and reason" (Slattery, 2000: 137). In this article, I refrain from attempting a universal definition, but instead present an exploration of the most…

Reviews reading research conducted to show the benefits of closed-captioned television. Demonstrates how it presents an interesting alternative for reading and writing instruction. (MG)

Discusses finding grant money for computer technology for whole language classrooms. Offers advice on writing grants. (SR)

Discusses recent advances in technology that make it possible to integrate images, sounds, and text in multimedia computer environments. Presents several case studies of intermediate-grade students who, although reluctant writers, explored their potential by using visual and aural media as sources for texts. (RS)

Discusses the role that word processors play in whole language classrooms, and shares four advantages that "FrEdWriter" (a word-processing program) offers over commercial versions. (MG)

Discusses ways in which technology in the classroom is bound to affect both what and how language arts is taught, as well as the very culture of schooling. Places technological innovations within a historical context and provides a hopeful picture for the future. (RS)

The computer can be used in the classroom to make writing tasks less formidable. The word processor allows the writer to make corrections with less effort than rewriting an entire paper. Students are better able to see an imbalance between what they write and what they intended when writing with a computer. (DF)