In order to cultivate the kind of techno logy literacy in our students called for by leaders in t... more In order to cultivate the kind of techno logy literacy in our students called for by leaders in the field, it must simultaneously be cultivated in our teachers. While the literature in the field of English education demonstrates the efficacy of computer technology in writing instruction and addresses its impact on the evolving definition of literacy in the 21st century, it does not provide measured directions for how English teachers might develop technology literacy themselves or specific plans for how they might begin to critically assess the potential that technology might hold for them in enhancing instruction. This article presents a pedagogical framework encompassing the necessary critical mindset in which teachers of the English language arts can begin to conceive their own "best practices " with technology —a framework that is based upon their needs, goals,
Promoting Active Learning through the Flipped Classroom Model
This mixed-methods research study examines the engagement of high school students in a flipped En... more This mixed-methods research study examines the engagement of high school students in a flipped English Language Arts (ELA) classroom. The students were enrolled in two sections of an Advanced Placement English Language Arts and Composition (AP Lang) course and were in the 11th grade. Forty-nine participants answered questions on a validated survey, and 8 participants took part in 2 focus groups. In addition, a researcher observed the flipped classroom and took field notes. Quantitative survey data was analyzed through STATA statistics software, and qualitative data was transcribed and coded. The results of the data analysis indicate that students had mixed feelings about the flipped method and its implementation in an ELA classroom. Survey data indicates general support for the method’s principles but revealed mixed attitudes toward it as a method of instruction, especially in terms of it as a strategy for addressing all instruction in the ELA classroom. Qualitative data indicates t...
Although film is widely regarded as an important component of the English language arts, its impo... more Although film is widely regarded as an important component of the English language arts, its importance and role in the teaching of English and in developing English language arts curricula has been debated for ages. The moving film image was first created around 1890 by ...
Digital video enters into the English classroom as a new media form and a new tool for compositio... more Digital video enters into the English classroom as a new media form and a new tool for composition. As students learn best when they use multiliteracies to read and compose in new ways (Selfe & Selfe, 2008), composing with digital video requires that we examine how we produce, distribute, invent, explore, persuade, and create texts (Grabill & Hicks, 2005). Here, writing links message and tool, purpose and audience, all the while critiquing the very tools used for expressing meaning. Further, doing so alongside web 2.0 tools creates ...
Abstract: Entering into a century of conversations from" English Journal," the authors ... more Abstract: Entering into a century of conversations from" English Journal," the authors read, and reread, the words of many mentors, colleagues, and friends, discovering some voices they did not know and rediscovering many voices they did. In surveying" English Journal", the authors highlight voices from the past, of the present, and for the future to offer a vision of how teachers can prepare students to succeed as writers in the 21st century. As they look back through 100 years of" EJ", the authors see major moves in the efforts to integrate ...
During this first session in a two-part symposium, we will first introduce and explain the activi... more During this first session in a two-part symposium, we will first introduce and explain the activity types approach to technology integration, demonstrating how it helps teachers to develop technology integration knowledge (specifically, technological pedagogical content knowledge, or TPACK). We will then introduce, explain, and share learning activity type taxonomies for K-6 literacy, secondary English language arts, and world languages curriculum areas.(See: the Activity Types Wiki.) To end the session, we will invite ...
Abstract Digital video enters into the English classroom as a new media form and a new tool for c... more Abstract Digital video enters into the English classroom as a new media form and a new tool for composition. As students learn best when they use multiliteracies to read and compose in new ways (Selfe & Selfe, 2008), composing with digital video requires that we examine how we produce, distribute, invent, explore, persuade, and create texts (Grabill & Hicks, 2005). Here, writing links message and tool, purpose and audience, all the while critiquing the very tools used for expressing meaning.
Journal of Technology and Teacher Education, Oct 1, 2010
Technological pedagogical content knowledge (TPCK or TPACK)–the highly practical professional edu... more Technological pedagogical content knowledge (TPCK or TPACK)–the highly practical professional educational knowledge that enables and supports technology integration–is comprised of teachers' concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers' planning–which expresses teachers' professional knowledge (including TPACK) in pragmatic ways--is situated, contextually sensitive, routinized, and activity-based. To ...
In order to cultivate the kind of techno logy literacy in our students called for by leaders in t... more In order to cultivate the kind of techno logy literacy in our students called for by leaders in the field, it must simultaneously be cultivated in our teachers. While the literature in the field of English education demonstrates the efficacy of computer technology in writing instruction and addresses its impact on the evolving definition of literacy in the 21st century, it does not provide measured directions for how English teachers might develop technology literacy themselves or specific plans for how they might begin to critically assess the potential that technology might hold for them in enhancing instruction. This article presents a pedagogical framework encompassing the necessary critical mindset in which teachers of the English language arts can begin to conceive their own "best practices " with technology —a framework that is based upon their needs, goals,
Promoting Active Learning through the Flipped Classroom Model
This mixed-methods research study examines the engagement of high school students in a flipped En... more This mixed-methods research study examines the engagement of high school students in a flipped English Language Arts (ELA) classroom. The students were enrolled in two sections of an Advanced Placement English Language Arts and Composition (AP Lang) course and were in the 11th grade. Forty-nine participants answered questions on a validated survey, and 8 participants took part in 2 focus groups. In addition, a researcher observed the flipped classroom and took field notes. Quantitative survey data was analyzed through STATA statistics software, and qualitative data was transcribed and coded. The results of the data analysis indicate that students had mixed feelings about the flipped method and its implementation in an ELA classroom. Survey data indicates general support for the method’s principles but revealed mixed attitudes toward it as a method of instruction, especially in terms of it as a strategy for addressing all instruction in the ELA classroom. Qualitative data indicates t...
Although film is widely regarded as an important component of the English language arts, its impo... more Although film is widely regarded as an important component of the English language arts, its importance and role in the teaching of English and in developing English language arts curricula has been debated for ages. The moving film image was first created around 1890 by ...
Digital video enters into the English classroom as a new media form and a new tool for compositio... more Digital video enters into the English classroom as a new media form and a new tool for composition. As students learn best when they use multiliteracies to read and compose in new ways (Selfe & Selfe, 2008), composing with digital video requires that we examine how we produce, distribute, invent, explore, persuade, and create texts (Grabill & Hicks, 2005). Here, writing links message and tool, purpose and audience, all the while critiquing the very tools used for expressing meaning. Further, doing so alongside web 2.0 tools creates ...
Abstract: Entering into a century of conversations from" English Journal," the authors ... more Abstract: Entering into a century of conversations from" English Journal," the authors read, and reread, the words of many mentors, colleagues, and friends, discovering some voices they did not know and rediscovering many voices they did. In surveying" English Journal", the authors highlight voices from the past, of the present, and for the future to offer a vision of how teachers can prepare students to succeed as writers in the 21st century. As they look back through 100 years of" EJ", the authors see major moves in the efforts to integrate ...
During this first session in a two-part symposium, we will first introduce and explain the activi... more During this first session in a two-part symposium, we will first introduce and explain the activity types approach to technology integration, demonstrating how it helps teachers to develop technology integration knowledge (specifically, technological pedagogical content knowledge, or TPACK). We will then introduce, explain, and share learning activity type taxonomies for K-6 literacy, secondary English language arts, and world languages curriculum areas.(See: the Activity Types Wiki.) To end the session, we will invite ...
Abstract Digital video enters into the English classroom as a new media form and a new tool for c... more Abstract Digital video enters into the English classroom as a new media form and a new tool for composition. As students learn best when they use multiliteracies to read and compose in new ways (Selfe & Selfe, 2008), composing with digital video requires that we examine how we produce, distribute, invent, explore, persuade, and create texts (Grabill & Hicks, 2005). Here, writing links message and tool, purpose and audience, all the while critiquing the very tools used for expressing meaning.
Journal of Technology and Teacher Education, Oct 1, 2010
Technological pedagogical content knowledge (TPCK or TPACK)–the highly practical professional edu... more Technological pedagogical content knowledge (TPCK or TPACK)–the highly practical professional educational knowledge that enables and supports technology integration–is comprised of teachers' concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers' planning–which expresses teachers' professional knowledge (including TPACK) in pragmatic ways--is situated, contextually sensitive, routinized, and activity-based. To ...
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