References

Works Cited

Author(s). "Title of Article." Title of Journal, Volume, Issue, Year, pages.
Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature, vol. 15, no. 1, 1996, pp. 41-50.
English, Cathie. "Finding a Voice in a Threaded Discussion Group: Talking about Literature Online." The English Journal, vol. 97, no. 1, 2007, pp. 56-61.
Webb, Allen. "Digital Texts and the New Literacies." The English Journal, vol. 97, no. 1, 2007, pp. 83-88.
Swenson, Janet, et al. “Extending the Conversation: New Technologies, New Literacies, and English Education.” English Education, vol. 38, no. 4, 2006, pp. 351–369. JSTOR, JSTOR, www.jstor.org/stable/40173227.

 Sources I haven't finished researching:
Kussmaul, Clif, et al. “Using Technology in Education: When and Why, Not How.” College Teaching, vol. 44, no. 4, 1996, pp. 123–126. JSTOR, JSTOR, www.jstor.org/stable/27558792.
From English Education:
Fox, Dana L., and Cathy Fleischer. “Beginning Words: Discourse Communities, Texts, and Technology in English Education.” English Education, vol. 35, no. 1, 2002, pp. 3–5. JSTOR, JSTOR, www.jstor.org/stable/40173304.
Pope, Carol A., and Sharon Kingen. “Conversations from the Commissions: Sorting Treasures from Trash: Technology and English Education.” English Education, vol. 34, no. 4, 2002, pp. 329–332. JSTOR, JSTOR, www.jstor.org/stable/40173079.
Doering, Aaron, et al. “Infusing Multimodal Tools and Digital Literacies into an English Education Program.” English Education, vol. 40, no. 1, 2007, pp. 41–60. JSTOR, JSTOR, www.jstor.org/stable/40173267.
Billings, Elsa S., and Carla Mathison. “I Get to Use an IPod in School? Using Technology-Based Advance Organizers to Support the Academic Success of English Learners.” Journal of Science Education and Technology, vol. 21, no. 4, 2012, pp. 494–503. JSTOR, JSTOR, www.jstor.org/stable/41674477.

Comments

Post a Comment

Popular posts from this blog

Writing with Technology: Top 5 Possible Assignments

Across the research that I've done, I have found a variety of assignments that both accomplish common core standards and explore alternative formats for writing through the use of technology. Here are some specific examples of how to use technology as more than just a glorified typewriter:
Read more

Why Technology? Privilege.

Image
Let's talk about privilege. The very idea of privilege contradicts the American Dream, the idea that if you just work hard enough then you can come out on top--that through your own determination and grit, you can over come 'humble beginnings' and make a place for yourself. Because the idea of being a 'self-made man' is a major American value, naturally the concept of 'privilege' affecting one's ability to pursue the American Dream is a controversial concept that has almost everyone up in arms. If you don't believe me, just search for #privilege on twitter  or Facebook . The point of my blog is not to discuss whether or not privilege is a 'thing,' but adheres to the assumption that inequitable opportunity exists and education can serve as a means of promoting or deconstructing the divide that 'privilege' enforces. Utilizing technology in the classroom is one way educators can help the underprivileged gain some ground. Traditio
Read more

Why Technology? Better Application to the 'Real World'

Image
Writing online provides students with a real audience.  Some of the basic aspects of writing include considering and investigating the audience and purpose of your work. English teachers have widely acknowledged the necessity of writing for a specific audience. Because who you are writing to affects the genuineness, competency, and tone of your writing, it is important for students to write to a targeted audience (other than the teacher who they may or may not care to impress).
Read more