Artistic Technology Integration: Stories From Primary and Elementary Classrooms

Autor/inn/en	Steckel, Barbara; Shinas, Valerie Harlow; Van Vaerenewyck, Leah
Titel	Artistic Technology Integration: Stories From Primary and Elementary Classrooms
Quelle	In: Reading Teacher, 69 (2015) 1, S.41-49 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1356
Schlagwörter	Reading Instruction; Literacy Education; Teaching Methods; Elementary Education; Aesthetics; Technology Integration; Preschool Education; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Technology Uses in Education; Communities of Practice; Pedagogical Content Knowledge; Teacher Education; Teacher Competencies + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementarunterricht; Ästhetik; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Community; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Lehrkunst
Abstract	The purpose of this article is to inform teachers about the ways technology can be integrated to add value to literacy instruction. Artistic technology-integrated literacy and disciplinary instruction in preK through grade 4 classrooms is described through the stories of five teachers who were identified as both strong teachers of literacy and strong technology integrators. Artistic integrators select digital tools based upon their instructional purpose and leverage the capabilities of the tools to support and extend the literacy development of students. They use technology to provide opportunities for students to write for authentic purposes and audiences, and to create communities of learners both within and beyond the classroom walls. The authors forward a theoretical framework for thinking about the characteristics of pedagogically sound, technology integration, which they have named TPACK+ and provide guiding principles for classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01