This text addresses the changing literacies surrounding students and the need to communicate effectively using technology tools. Technology has the power to transform teaching and learning in classrooms and to promote active learning, interaction, and engagement through different tools and applications. While both technologies and research in literacy are rapidly changing and evolving, this book presents lasting frameworks for teacher candidates to effectively evaluate and implement digital tools to enhance literacy classrooms. Through the lens of Universal Design for Learning (UDL), this text prepares teacher candidates to shape learning environments that support the needs and desires of all literacy learners through the integration of technology and literacy instruction by providing a range of current models and frameworks. This approach supports a comprehensive understanding of the complex multiliteracies landscape. These models address technology integration and demonstrate how pedagogical knowledge, content knowledge, and technological knowledge can be integrated for the benefit of all learners in a range of contexts.
Each chapter includes prompts for reflection and discussion to encourage readers to consider how literacy and technology can enable teachers to become agents of change, and the book also features Appendices with annotated resource lists of technology tools for students’ varied literacy needs in our digital age.
Author(s): Peggy S. Lisenbee, Jodi Pilgrim, Sheri Vasinda
Publisher: Routledge
Year: 2020
Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of Illustrations
Figures
0.1 Alignment of Content in Integrating Technology in Literacy Instruction
1.1 Donald J. Leu–New literacies research lab [Video File]. Retrieved from https://youtu.be/zFN81JAugDo
1.2 Transliteracy: Literacy in a Changing World, from Traditional to Transliteracy
2.1 Seven Modes of Meaning (Kalantzis & Cope, 2016)
2.2 8.3 Synesthesia or Mode Switching. Retrieved from https:// youtu.be/BUQez2U2Jsc
2.3 Multiliteracies Pedagogical Dimensions (Kalantzis & Cope, 2016). Used with permission
3.1 UDL at a glance. Retrieved from https://youtu.be/ bDvKnY0g6e4
3.2 Universal Design for Learning Principles. Used with permission
3.3 Kid President’s 20 things we should say more often. Retrieved from https://youtu.be/m5yCOSHeYn4
4.1 What is the TPACK Model? Retrieved from https://youtu. be/yMQiHJsePOM
4.2 The TPACK Model. Reproduced with permission of the Publisher, © 2012 by tpack.org
4.3 Technology Instructional Planning Cycle. Reprinted from “A Planning Cycle for Integrating Digital Technology into Literacy Instruction,” by A. Hutchison and L. Woodward, 2014, The Reading Teacher, 67(6), p. 459. Copyright 2014 by the International Reading Association. Reprinted by Permission
4.4 EMSCI Model (Lisenbee, 2009b)
5.1 Bloom’s Taxonomy. Reprinted with Permission Under Creative Common Attributes
5.2 SAMR Model. Reprinted with Permission (Puentedura, 2006)
5.3 The RAT Technology Integration Model. Retrieved from https://youtu.be/RDGsLoahDDM
5.4 R.A.T. Reprinted with Permission (Hughes, n.d.)
5.5 T3 Framework for Innovation: Stages of Educational Technology Use (Magana, 2017). Refer to www. Maganaeducation.com. Used with Permission
5.6 The T3 Framework for Innovation in Education Explained in 5 minutes. Retrieved from https://youtu.be/RTQjEPmex8E
6.1 #KidsCanTeachUs | Olivia Van Ledtje | TEDxYouth@BHS. Retrieved from https://youtu.be/g5Je9a4vSaI
6.2 What are the 4Cs? Retrieved from https://youtu.be/ QrEEVZa3f98
7.1 The SEARCH Process: Traditional and Online Parallels (Bledsoe, Pilgrim, Vasinda, & Martinez, 2019). Used with Permission
7.2 Search Engines and File Types
7.3 Components of the Uniform Resource Locator (URL)
7.4 Website Search Bar Example
7.5 The SEARCH Steps
7.6 Google Suggest Image (or Autocomplete on Other Websites)
7.7 Image of How to Change a Language Setting to a Preferred Language
7.8 Newsela Website Offers Adaptations of Lexiles, or Reading Levels, to Personalize Reading Content for Learner Variabilities
7.9 Image of How to Turn on the Safe Search Tool
7.10 We the Digital Citizens. Retrieved from https://youtu.be/-N7lRYMmbXU
8.1 Mount Evans on Google Maps with 360° Camera
8.2 Virtual Eality Revolution Article
9.1 A Blueprint for Lesson Design
Tables
1.1 Summary of Traditional and 21st-Century Literacies
2.1 Comparative Overview of Pedagogical Emphases
4.1 Brief Description of Knowledge Domains Represented in the TPACK Model
6.1 Web 2.0 Technologies for Educators
6.2 Web 2.0 Tools
6.3 Integration of UDL and the 4 Cs into a Multiliteracies Reflexive Pedagogy
7.1 Top-Level Domain Codes and Meanings
7.2 Transforming Literacy Skills with Technology
7.3 Search Engines for Children
7.4 Mentor Texts for Teaching Reliability Reasoning Using Hoax Websites
8.1 Virtual Reality Resources
9.1 Lesson Design Integrating Technology Using a UDL Perspective
9.2 Template for Lesson Design
Lesson Plan Template for Using Integrating Technology into Literacy Instruction Textbook
Preface
Acknowledgments
Author Bios
Section 1 Foundations for Thinking about Literacy
1 Literacy in a Changing World
Mind Shift
The Link to Information and Communication Technology
The Shift from Reading to Literacy
Multiliteracies
Literacy Terminology
Traditional Literacy
Digital Literacy
Information Literacy
Media Literacy
Computer Literacy
Critical Literacy
Web Literacy
new literacies (Lower Case)
New Literacies (Upper Case)
Transliteracy
Revisiting the Multiple Literacies Mind Shift
2 Multiliteracies: Theory and Pedagogy that Reflect a Changing World
Mind Shift
Culture Shifts Create Literacy Shifts
Multiliteracies as a Theory and Pedagogy
History of Multiliteracies Theory and Pedagogy
Tenets of Multiliteracies Theory
Diversity
Multimodality
Design
Multiliteracies Reflexive Pedagogy
Experiencing
Conceptualizing
Analyzing
Applying
Reflexive Pedagogy in Action
Revisiting the Multiliteracies Mind Shift
3 Universal Design for Learning within a Multiliteracies Perspective
Mind Shift
Origin of Universal Design for Learning
Universal Design for Learning Framework
Principle 1: Multiple Means of Representation
Principle 2: Multiple Means of Action and Expression
Principle 3: Multiple Means of Engagement
Universal Design for Learning and Technology
Affordances of Technology
Supportive Legislation and Policy
United States National Education Technology Plan
Individuals with Disabilities Education Act
No Child Left Behind Act and Every Student Succeeds Act
Revisiting the Universal Design for Learning Mind Shift
Section 2 Frameworks for Thinking about Technology Integration
4 Technology-Influenced Frameworks for Thinking about Literacy Instruction
Mind Shift
A Framework to Describe New Knowledge Domains for Teachers: TPACK
TPACK
TPACK, Universal Design for Learning, and Multiliteracies
A Framework for Instructional Planning and Implementation: TIPC
Instructional Goal
Instructional Approach
Tool
Contribution to Instruction
Constraints
Instruction
Reflection
A Framework for Encouraging Independent Use of Technology: EMSCI
Exploration
Modeling with Mistakes
Scaffolded Exploration
Classroom Problem-Solving
Independent Activities
Revisiting the Technology-Influenced Frameworks Mind Shift
5 Evaluation of Technology Integration: Technology- Influenced Taxonomies
Mind Shift
Taxonomies for Technology Integration
Substitution, Augmentation, Modification, or Redefinition (SAMR)
Replacement, Amplification, or Transformation (RAT)
T3 Framework
Translational (T1)
Transformational (T2)
Transcendent (T3)
Taxonomies and Universal Design for Learning
Revisiting the Taxonomies Mind Shift
Section 3 Applications for Classroom Instruction Section
6 The Use of the Internet in Literacy Instruction: Web 2.0 Tools
Mind Shift
Web 2.0: The Read-Write Web
Web 2.0 and Pedagogy
Social Media Platforms
New Ways of Teaching and Learning in a Web 2.0 World
Critical Thinking
Communication
Collaboration
Creativity
4 Cs in Classroom Practice
Web 2.0 Tools and Inclusive Practices
Representation
Action, Expression, and Engagement
Revisiting the Web 2.0 Mind Shift
7 The Use of the Internet in Literacy Instruction: Online Reading and Research
Mind Shift
The Internet: A Global Library System
Library Systems and the Internet
Libraries and Browsers
Card Catalogs and Search Engines
Call Numbers and URLs
Books and Websites
Chapters and Webpages
Indexes and Search Bars
Bookmarks and Web 2.0 Bookmarking Tools
Hyperlinks
Online Reading: The Changing Rules of the Road
Changes in Online Reading
Critical Thinking
Online Research
SEARCH Strategy
Universal Design for Learning Connections
Multimodal Searching
The Difference in Search Engines for Children
Multiple/Multimodal Options to Access and Text-Based Support of Content
The Teacher’s Role: Continued Parallels
Mentor Texts and Modeling
Developing Digital Citizenship
Internet Safety
Digital Citizenship
Revisiting the Online Reading and Research Mind Shift
8 Changing Learning Environments: Transformational Practices
Mind Shift
Learning Environments
Transforming Classroom Space
Beyond Physical Classroom Spaces
Digital and Literacy Rich Environments and Universal Design for Learning
Transforming Classroom Materials
One-to-One Initiatives Effect on Learning Environments
Virtual Reality
Augmented Reality
Mixed Reality
Other Technology Tools
Literacy Rich Materials and Universal Design for Learning
Transforming Learning Models and Approaches
Blended Learning
Personalized Learning
The Flipped Classroom
Project-Based Learning
Problem-Based Learning
Challenge-Based Learning
Beyond Transformation: Transcending Learning
New Approaches and Universal Design for Learning
Agency in Learning
Revisiting the Learning Environment Mind Shift
9 Lesson Design: The Teacher as the Architect
Mind Shift
Teachers as Architects of Lesson Design
Application of Foundations and Frameworks
Multiple Means of Representation
Multiple Means of Action and Expression
Multiple Means of Engagement
Facilitating Construction: Lesson Implementation
Digital Resources to Support Lesson Design
Teachers as Agents of Change
Revisiting the Lesson Design Mind Shift
Appendix 9.1: List of Tools arranged by the 4Cs
Appendix 9.2: Using a Lesson Plan Template and the Integrating Technology into Literacy Instruction Textbook with the 4Cs
Appendix 9.3: List of eBooks and Optical Reading Devices
Appendix 9.4: List of Resources and Organizations Supporting All Learners
Index
