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Teaching Literacy through Technology in the Middle School: A Case Study
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Author(s): Sharon E. Green (International Hong Kong Middle School, Hong Kong)and Mason Gordon (International Hong Kong Middle School, Hong Kong)
Copyright: 2014
Pages: 13
Source title:
Academic Knowledge Construction and Multimodal Curriculum Development
Source Author(s)/Editor(s): Douglas J. Loveless (James Madison University, USA), Bryant Griffith (Texas A&M University-Corpus Christi, USA), Margaret E. Bérci (College of Staten Island-CUNY, USA), Evan Ortlieb (Monash University, Australia)and Pamela M. Sullivan (James Madison University, USA)
DOI: 10.4018/978-1-4666-4797-8.ch014
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Abstract
This chapter explores the development of 21st century literacies at the middle school level. A case study, situated in an international middle school that integrates literacy and digital technologies, contextualizes this discussion. Participants included a cross-section of teachers and students. A key theme related to teachers was the merging of traditional and modern literacies: for students, literacy as language arts. Advantages to the fusion of literacy and digital technologies were (1) students' increasing their global awareness, (2) creativity in demonstration of learning, and (3) the abundance of resources. Distractibility, technology glitches, and the notion of breadth versus depth with regard to learning were challenges in this highly advanced technological institution.
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