Search results for: Sackor Sharry

This study aimed to explore the ways in which teacher-education programs help teachers to embrace and critique technology, and literacies they engender, in teaching reading at the middle-school level. The findings reveal that that the middle-grades teacher-education programs encouraged the use of a range of technology tools, from traditional through information/communication to multimedia applications. However, many of the multimodal texts and media that preservice teachers were exposed to or explored for classroom use in teacher-education programs were older-generation applications.