(Page 2 of 5) - The Presence of Technology Integration and Literacy Instruction at Professional Meetings of Four Major Literacy Organizations authored by Still, Kristine. and Gordon, Jaclyn.

Throughout history thoughtful educators are groomed to embrace the future.

Indeed, as Greene (1988) suggests the very nature of “teaching is about futuring.”
Educators must understand that change is constant and that we are generally poised at
the brink of a new frontier (Dewey, 1952). Moreover, education itself has been in a
state of transformation. Intellects such as Bruner (1960) realizing that “each
generation gives new form to the aspiration that shapes education in its time…
[deliberating] “what shall we teach and to what end (p.1)?” Today a young
generation is forming aspirations, which will shape a new vision of education for our
times (Yelland, 2007;Kress, 2003). Within this new vision, literacy education is
being defined by change in significant ways. Leu (2004) explains that “new forms of
information and communication technology (ICT) such as the Internet are rapidly
generating new literacies required to effectively exploit their potentials (Karchmer,
2001;Leu, 2000a, 2000b; Luke, 2000;Meyer and Rose, 1998; Reinking, McKenna,
Labbo and Keiffer, 1998; Topping, 1997; Warschauer, 1999; Wood, 1999”(p.310).

Our students are among an entire generation of digital natives, also known as The

Millenials, who have never known a world without the computer (Yelland, 2007). The
popularity of Internet technology and computers is evidenced by the fact that more than
two-thirds (68.1%) of current American households report using the Internet (Annenberg
Digital Future Project, 2007). Schools have also witnessed the expansion of technology
within their walls with 93% testifying to “public school instructional rooms” having at
least one computer with Internet access (National Center for Education Statistics, 2000).
Indeed, many experts project this figure to be close to encompassing 100% of all schools.
As educators, we must expand our mission of preparing our students for their futures by
keeping a mindful eye on the new demands still unimagined in the professions and
workplaces of tomorrow.

Educators continue to grapple with the question posed by Bruner of what goals do

we privilege in our classrooms; while, it is apparent that technology which is so
pervasively significant in our students’ lives must also have importance during their time
in the classroom. Given this mission, the issue of professional dialogue concentrated on
the integration of technology into the literacy curriculum should seemingly be of
paramount importance. Certainly, it should be recognized in the discussions honored at
national conferences on literacy issues.

Realizing the need to integrate technology into the literacy curriculum the

researchers have previously investigated alternative paths to this goal examining both the
possibilities found in the research literature (Paper presented at MWERA, 2006) and
professional development (Paper presented at CRA, 2007). Having found little evidence
to support this growing need they now spotlight the potential of professional dialogue on
the topic to enlighten and engage educators in this new arena.

Perspectives/Theoretical Frameworks

Integrating Technology with Literacy Instruction