Shoffner, M. (2013). Editorial: Approaching technology in English education from a different perspective. Contemporary Issues in Technology and Teacher Education, 13(2). http://www.citejournal.org/vol13/iss2/languagearts/article1.cfm

Abstract:

“In order to understand how and why to use technology in ELA, preservice teachers need a solid grasp of pedagogical principles as they support student learning.  Simply dividing students into groups does not guarantee collaborative learning, any more than requiring students to post to a class weblog guarantees thoughtful discussion.  Underpinning both activities pedagogically—assigning specific tasks, for example—provides much more support for meaningful student learning.  Developing that ability—recognized as technological pedagogical content knowledge (TPCK; Mishra & Koeller, 2006)—requires preservice teachers to make connections between content, pedagogy, and technology in meaningful ways for specific learning outcomes.

How, then, can we support preservice teachers’ understanding of technology’s place in ELA teaching and learning? We are not required to professionally reinvent ourselves as technology experts (as I hope my experience attests). We are required, however, to believe that technology influences our content area every day, in ways pedagogical, professional, and personal. That perspective requires us to rethink our approach to technology as English teacher educators.”