Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom

Abstract

This is a qualitative study about in-service teachers who were enrolled in a graduate level course that focused on new literacies and the integration of technology with literacy. They also taught children enrolled in a summer writing camp as part of the course. The authors also followed the teachers into their classrooms once the graduate course ended to see if and how they were integrating technology. The primary focus of this article is on how some of the teachers began to integrate technology into their instruction. An additional finding was that testing presented an especially challenging barrier to technology integration.