Confluent Language Approach Revisited: Towards Integrating Technology in Literacy Education.

Autor/in	Suleiman, Mahmoud F.
Titel	Confluent Language Approach Revisited: Towards Integrating Technology in Literacy Education.
Quelle	(2001), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Elementary Secondary Education; Higher Education; Language Arts; Literacy; Models; Student Needs; Teacher Education + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachkultur; Alphabetisierung; Schreib- und Lesefähigkeit; Analogiemodell; Lehrerausbildung; Lehrerbildung
Abstract	Institutions of higher education have been on the forefront of technology integration. In particular, teacher education programs must respond to the training needs of prospective teachers who will in turn help young learners grow in the technologically advanced society. Several steps have been taken by universities and colleges to meet relevant accreditation standards. In addition, universities have joined efforts with other institutions, businesses, state, and national agencies to implement technology standards. Several grants have been given to these institutions to help meet their goals. Based on these trends and practices, this paper disseminates information about technology integration in schools. In particular, the paper highlights the outcomes of technology grant opportunities within the context of a National Council for Accreditation of Teacher Education-accredited university in California. First, it describes in terms of its conceptual framework, the Confluent Education Model (CEM), the context of a university teacher education program at California State University-Bakersfield. Second, it provides an account about a technology grant project, Teaching with New Technologies (TNT). Third, it highlights, in terms of the project's learning cycle, Confluent On-Line Language Pedagogy (CLOP), the interface between technology and literacy. Finally, the paper suggests implications for technology integration in language arts classrooms. (Contains 10 references.) (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC