About the Author
Susan Watts Taffe, PhD, is a researcher and consultant in the field of literacy education. In addition to literacy-technology integration, her research interests include vocabulary development, students experiencing difficulty with reading, and teacher professional development, particularly in culturally and linguistically diverse settings. A frequent speaker at state and national conferences, Dr. Watts Taffe has had articles appear in journals such as The Reading Teacher, Language Arts, Journal of Literacy Research, and Reading Research Quarterly. She has been a special education teacher and reading diagnostician. Dr. Watts Taffe spent 13 years on the faculty of the University of Minnesota, where she was associate professor of elementary and literacy education. In 1996, she received the College of Education and Human Development Distinguished Teaching Award for her work with preservice and inservice teachers. She currently resides in Cincinnati, Ohio.
Carolyn B. Gwinn, PhD, is a researcher and consultant in the field of literacy education; in this capacity, she focuses on the meaningful integration of technology into literacy curricula, infusion of best practices into literacy instruction, and the design and delivery of high-quality professional development. As an elementary curriculum specialist for one of the largest school districts in Minnesota, Dr. Gwinn engages in strategic planning, implementation, and evaluation of literacy-related initiatives and provides leadership to the district’s technology and media study committee. She has presented at numerous regional and national conferences and has published articles in professional journals including The Reading Teacher. Dr. Gwinn has been a classroom teacher in grades 1, 4, and 5; a reading specialist; and a resource teacher. She has also taught undergraduate and graduate literacy methods courses at the University of Minnesota, where she has been recognized for her outstanding teaching and leadership in the community.
Table of Contents
The Learning Environment for Effective Literacy-Technology Integration 11
Learning about Effective Technology Integration: A Guide for Teachers 29
Planning for Literacy-Technology Integration 43
Teaching Effectively with Technology 58
Using Assessment to Inform Decision Making in the Technology-Enriched Learning Environment 76
The Teacher as Change Agent in the Literacy-Technology Learning Environment 91
The Impact of Technology on Our Journey as Teachers: Looking Back, Looking Forward 105
A Glossary of Terms: New Words Associated with New Technologies 117
Tools for Thinking about Technology Integration 119
K-6 teachers, staff developers, and students in elementary education and literacy education. Serves as a supplemental text in courses in elementary reading methods and integrating technology into the classroom.