Abstract
The purpose of this mixed-methods study was to explore preservice teachers’ perceptions of integrating technology into writing instruction before and after a methods course and the experiences in a methods course that, according to the preservice teachers, influenced these perceptions. Participants were enrolled in two sections of a Teaching Language and Composition course. Data collected included an adapted Likert-scale pre and posttest survey, and focus group interviews. Preservice teachers self-reported salient course experiences, and also discussed the affordances and tensions they felt in thinking about how to use technology to teach writing. This study has implications for teacher education and writing methods courses.
Recommended Citation
Pytash, Kristine E.; Testa, Elizabeth; and Nigh, Jennifer
(2015)
"Writing the World: Preservice Teachers’ Perceptions of 21st Century Writing instruction,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 4:
Iss.
1, Article 8.
Available at:
https://scholarworks.wmich.edu/wte/vol4/iss1/8
Included in
Curriculum and Instruction Commons, Rhetoric and Composition Commons, Secondary Education and Teaching Commons