Book Description
This practical book is designed to equip K-8 teachers with an array of computer tools they can use to promote reading, writing, and critical thinking in their classrooms. A direct and efficient writing style will make it a frequently used reference. The book focuses on the major concerns that teachers face when integrating computer technology into the classroom and provides realistic suggestions and lessons that can be easily implemented. Coverage includes important information on how to become a facilitator who helps students use technology, how the Internet can enhance students' literacy education, and how to help students write and publish their work. An ideal resource for all teachers who are interested in improving their instruction with technology.


From the Inside Flap
PREFACE INTENT Using Technology in K-8 Literacy Classrooms is designed to provide K-8 teachers with an array of computer tools to promote reading, writing, and critical thinking in their classrooms. Thus, this text can be used not only in a preservice course but also by seasoned teachers who recognize the need to continue their education by becoming adept at using computers in their classrooms. Each chapter provides rationales for using computer technology to teach literacy and gives many examples of how teachers can use technology effectively. The chapters deal with issues such as how the teacher can facilitate students' use of technology, how the Internet can enhance students' literacy education, how the teacher can develop integrated lesson plans, how technology can be used to help students write and publish their work, and how teachers can use technology to work with ESL and special education students. Each chapter provides information the teacher needs to use technology in the literacy classroom and sample lessons that can be imported into his or her classroom. This two-fold intent, providing continuing teacher education and pedagogical materials for classroom use, structures the chapters. Each chapter consists of a scenario that dramatizes the topic; includes a Classroom Snapshot of a actual teaching situation whereby a teacher handles the topic in his or her classroom; and provides discussion of the topic, Electronic Classroom Examples, Techno-Teacher Tips, and Frequently Asked Questions. In short, Using Technology in K-8 Literacy Classrooms covers the major concerns K-8 teachers face as they integrate computer technology into their classrooms and provides numerous suggestions for applying the ideas described in the text in real classrooms. FEATURES The following features make Using Technology in K-8 Literacy Classrooms particularly valuable:The book provides teachers with theoretical information so that they have the assurance that the information conveyed is based on solid research. The book focuses on major issues and gets to the point; it allows teachers to save time by looking at the significant issues without getting bogged down in the details. The Computer Classroom Snapshots provide real-life examples of how teachers are integrating technology into the K-8 literacy curriculum. Lists of electronic sources provide teachers with easy access to URLs that can give them more materials for their classes. The Techno-Teacher Tips provide important pointers on using technology in the classroom. Print sources cited throughout the book provide numerous resources, including References at the end of each chapter that identify sources to promote the integration of technology and literacy in the classroom. As an ancillary text, Using Technology in K-8 Literacy Classrooms does not belabor points but treats each subject in enough detail to get the message across. The book is practical, so that teachers can either use the materials straight from the book or easily adapt them for their classes. ACKNOWLEDGMENTS This book would not have been possible without the support and help of many people. That the book was published was due to the faith that our editor, Brad Potthoff, had in us, and we know that we tried that faith during our prolonged period of writing the text. We thank Brad for bearing with us and giving us the opportunity to provide a book that will help K-8 teachers integrate literacy via computer technology into their classrooms. We are also grateful to the reviewers who provided helpful comments on drafts of the book: Donna Camp, University of Central Florida; Kara Dawson, University of Virginia; Laurie Elish-Piper, Northern Illinois University; Patricia P. Fritchie, Troy State University-Dothan; Joan Hanor, California State University-San Marcos; Kim MacGregor, Louisiana State University; Michael Moore, Georgia Southern University; Richard Robinson, University of Missouri-Columbia; and Mary Tipton, Kent State University. We appreciate the many useful responses they provided to enable us to revise our drafts effectively. Because the Classroom Snapshots are a significant part of the chapters, we are indebted to the classroom teachers who wrote those snapshots–Karen Anderson, John Bauer, Carol Ann Brown, Kim Buie, Fran Clark, JoAnne Lancaster, and Whitney Miller. Our goal was to produce a book that would be useful to classroom teachers, and the Snapshots help readers see that their peers, other classroom teachers, are successfully dealing with issues of integrating computer technology into the K-8 literacy classroom. Two professorial colleagues also helped us by writing sections of Chapter 7 related to their disciplines. Anita Pandey's expertise in ESL enriches the chapter immensely. Janna Siegel Robertson's expertise in special needs and insights into the use of technology to promote literacy among special needs students adds greatly to the chapter. We enlisted the help of Kelly Wise and Jennifer Jackson, former students in a graduate class we taught on integrating technology into the literacy curriculum and classroom teachers themselves, who helped us prepare the Computer Classroom Examples. We thank them publicly for their assistance and are grateful that they were willing to work on this project with us. Others at the University of Memphis—including Renee Weiss, the interim director of the Center for Academic Excellence; Heather Knowlton, a graduate student in English; John Bauer, a graduate student in Education; and Raj Poutturi, a graduate student in Engineering Technology—were instrumental in helping us prepare the book for our editor's approval. We are particularly grateful that Renee provided so much advice about graphics for the text and allowed us to work with her staff as we prepared the final draft. We are also grateful to our employers for supporting us as we prepared this textbook. Rebecca thanks her department chair, Dennie Smith, for his support; and Bruce, now working at the University of North Carolina at Pembroke, appreciates the support of the provost, Charles Jenkins. Without institutional support, neither of us would have had the resources to produce a textbook that requires significant technological resources to write about the useful ways in which technology can be used in the K-8 classroom. To all our collaborators, we offer our gratitude for the many ways you have worked to make this book a reality. DEDICATION We dedicate this book to our student-colleagues in Computer Applications in Reading Instruction who have helped us understand ways to use technology effectively in the literacy classroom.Rebecca S. Anderson Bruce W. Speck


From the Back Cover
This practical book is designed to equip K-8 teachers with an array of computer tools they can use to promote reading, writing, and critical thinking in their classrooms. A direct and efficient writing style will make it a frequently used reference. The book focuses on the major concerns that teachers face when integrating computer technology into the classroom and provides realistic suggestions and lessons that can be easily implemented. Coverage includes important information on how to become a facilitator who helps students use technology, how the Internet can enhance students' literacy education, and how to help students write and publish their work. An ideal resource for all teachers who are interested in improving their instruction with technology.


Excerpt. © Reprinted by permission. All rights reserved.
PREFACE INTENT Using Technology in K-8 Literacy Classrooms is designed to provide K-8 teachers with an array of computer tools to promote reading, writing, and critical thinking in their classrooms. Thus, this text can be used not only in a preservice course but also by seasoned teachers who recognize the need to continue their education by becoming adept at using computers in their classrooms. Each chapter provides rationales for using computer technology to teach literacy and gives many examples of how teachers can use technology effectively. The chapters deal with issues such as how the teacher can facilitate students' use of technology, how the Internet can enhance students' literacy education, how the teacher can develop integrated lesson plans, how technology can be used to help students write and publish their work, and how teachers can use technology to work with ESL and special education students. Each chapter provides information the teacher needs to use technology in the literacy classroom and sample lessons that can be imported into his or her classroom. This two-fold intent, providing continuing teacher education and pedagogical materials for classroom use, structures the chapters. Each chapter consists of a scenario that dramatizes the topic; includes a Classroom Snapshot of a actual teaching situation whereby a teacher handles the topic in his or her classroom; and provides discussion of the topic, Electronic Classroom Examples, Techno-Teacher Tips, and Frequently Asked Questions. In short, Using Technology in K-8 Literacy Classrooms covers the major concerns K-8 teachers face as they integrate computer technology into their classrooms and provides numerous suggestions for applying the ideas described in the text in real classrooms. FEATURES The following features make Using Technology in K-8 Literacy Classrooms particularly valuable: The book provides teachers with theoretical information so that they have the assurance that the information conveyed is based on solid research. The book focuses on major issues and gets to the point; it allows teachers to save time by looking at the significant issues without getting bogged down in the details. The Computer Classroom Snapshots provide real-life examples of how teachers are integrating technology into the K-8 literacy curriculum. Lists of electronic sources provide teachers with easy access to URLs that can give them more materials for their classes. The Techno-Teacher Tips provide important pointers on using technology in the classroom. Print sources cited throughout the book provide numerous resources, including References at the end of each chapter that identify sources to promote the integration of technology and literacy in the classroom. As an ancillary text, Using Technology in K-8 Literacy Classrooms does not belabor points but treats each subject in enough detail to get the message across. The book is practical, so that teachers can either use the materials straight from the book or easily adapt them for their classes. ACKNOWLEDGMENTS This book would not have been possible without the support and help of many people. That the book was published was due to the faith that our editor, Brad Potthoff, had in us, and we know that we tried that faith during our prolonged period of writing the text. We thank Brad for bearing with us and giving us the opportunity to provide a book that will help K-8 teachers integrate literacy via computer technology into their classrooms. We are also grateful to the reviewers who provided helpful comments on drafts of the book: Donna Camp, University of Central Florida; Kara Dawson, University of Virginia; Laurie Elish-Piper, Northern Illinois University; Patricia P. Fritchie, Troy State University-Dothan; Joan Hanor, California State University-San Marcos; Kim MacGregor, Louisiana State University; Michael Moore, Georgia Southern University; Richard Robinson, University of Missouri-Columbia; and Mary Tipton, Kent State University. We appreciate the many useful responses they provided to enable us to revise our drafts effectively. Because the Classroom Snapshots are a significant part of the chapters, we are indebted to the classroom teachers who wrote those snapshots–Karen Anderson, John Bauer, Carol Ann Brown, Kim Buie, Fran Clark, JoAnne Lancaster, and Whitney Miller. Our goal was to produce a book that would be useful to classroom teachers, and the Snapshots help readers see that their peers, other classroom teachers, are successfully dealing with issues of integrating computer technology into the K-8 literacy classroom. Two professorial colleagues also helped us by writing sections of Chapter 7 related to their disciplines. Anita Pandey's expertise in ESL enriches the chapter immensely. Janna Siegel Robertson's expertise in special needs and insights into the use of technology to promote literacy among special needs students adds greatly to the chapter. We enlisted the help of Kelly Wise and Jennifer Jackson, former students in a graduate class we taught on integrating technology into the literacy curriculum and classroom teachers themselves, who helped us prepare the Computer Classroom Examples. We thank them publicly for their assistance and are grateful that they were willing to work on this project with us. Others at the University of Memphis—including Renee Weiss, the interim director of the Center for Academic Excellence; Heather Knowlton, a graduate student in English; John Bauer, a graduate student in Education; and Raj Poutturi, a graduate student in Engineering Technology—were instrumental in helping us prepare the book for our editor's approval. We are particularly grateful that Renee provided so much advice about graphics for the text and allowed us to work with her staff as we prepared the final draft. We are also grateful to our employers for supporting us as we prepared this textbook. Rebecca thanks her department chair, Dennie Smith, for his support; and Bruce, now working at the University of North Carolina at Pembroke, appreciates the support of the provost, Charles Jenkins. Without institutional support, neither of us would have had the resources to produce a textbook that requires significant technological resources to write about the useful ways in which technology can be used in the K-8 classroom. To all our collaborators, we offer our gratitude for the many ways you have worked to make this book a reality. DEDICATION We dedicate this book to our student-colleagues in Computer Applications in Reading Instruction who have helped us understand ways to use technology effectively in the literacy classroom. Rebecca S. Anderson Bruce W. Speck

FROM THE PUBLISHER