On 'Becoming' Technologically Literate: a multiple literacies theory perspective |
FRANCIS BANGOU, University of Ottawa, Canada
MONICA WATERHOUSE, University of Ottawa, Canada |
pages 445-456
doi: 10.2304/elea.2008.5.4.445 |
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This article uses a multiple literacies theory framework to explore the processes of 'becoming' technologically literate through a year-long ethnographic study of two Master of Education pre-service second language teachers, a Latina woman and an African American woman, who learned how to use computer technology to teach Spanish at a large Midwestern university. The case studies of these two women are analyzed to gain insights into how teacher education programs can support racial minority pre-service teachers in 'becoming' technologically literate. First, the authors provide an overview of the multiple literacies theory developed by Masny. Second, the stories of the two pre-service teachers are presented. Finally, curricular and pedagogical recommendations for second language education Master of Education programs are provided. |
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FRANCIS BANGOU, MONICA WATERHOUSE (2008) On 'Becoming' Technologically Literate: a multiple literacies theory perspective, E-Learning and Digital Media, 5(4), 445-456. http://dx.doi.org/10.2304/elea.2008.5.4.445 |
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