Literacies Before Technologies - Hicks, Troy; Runstrom, Jill
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This practical book brings together coauthors Troy Hicks and Jill Runstrom with the voices of ten additional educators (Grades 4-9) to explore applications of NCTE's Beliefs for Integrating Technology into the English Language Arts Classroom position statement in real classrooms. It follows a year in the life of Runstrom's ninth-grade English classroom amidst the COVID-19 pandemic, along with the many changes that remote learning necessitated. With specific lesson ideas and examples of student work, the book brings the entire Beliefs statement to life while also foregrounding the primary goal…mehr

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Produktbeschreibung
This practical book brings together coauthors Troy Hicks and Jill Runstrom with the voices of ten additional educators (Grades 4-9) to explore applications of NCTE's Beliefs for Integrating Technology into the English Language Arts Classroom position statement in real classrooms. It follows a year in the life of Runstrom's ninth-grade English classroom amidst the COVID-19 pandemic, along with the many changes that remote learning necessitated. With specific lesson ideas and examples of student work, the book brings the entire Beliefs statement to life while also foregrounding the primary goal that we should consider "literacies before technologies," creating rich opportunities for reading and writing, enhanced with digital tools. Part of the Principles in Practice imprint, this book includes chapters and vignettes that explore:How remote technologies can enhance in brick-and-mortar ELA instruction Lessons and technologies for close and critical reading for literary analysis Recommendations for teaching writing to inform and argue Considerations for remote and hybrid learning The authors' insights and recommendations will help you use technology to enhance your ELA teaching across remote, hybrid, and in-person settings.
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Autorenporträt
Troy Hicks, PhD, is a professor of English and education at Central Michigan University, where he collaborates with K-12 colleagues to explore how they implement newer literacies in their classrooms. He directs the Chippewa River Writing Project, a site of the National Writing Project, and teaches master's and doctoral courses in educational technology. He is the recipient of a Teaching with Primary Sources grant through the National Council of Teachers of English and the Library of Congress, and former coeditor of the Michigan Reading Journal. A former middle school teacher, Hicks has earned numerous accolades, including recent awards from the Michigan Reading Association (Teacher Educator Award, 2018), Central Michigan University (Excellence in Teaching Award, 2020), and the Initiative for 21st Century Literacies Research (Divergent Award for Excellence, 2020). He consults regularly with schools, companies, and nonprofit organizations. He is a regular presenter at meetings of NCTE, the International Literacy Association (ILA), and the International Society for Technology in Education (ISTE). Hicks has authored dozens of books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age.