Three Instructional Models to Integrate Technology and Build 21st Century Literacy Skills

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Author(s): Christie Bledsoe (University of Mary Hardin-Baylor, USA)and Jodi Pilgrim (University of Mary Hardin-Baylor, USA)
Copyright: 2013
Pages: 20
Source title: Technological Tools for the Literacy Classroom
Source Author(s)/Editor(s): Jeff Whittingham (University of Central Arkansas, USA), Stephanie Huffman (University of Central Arkansas, USA), Wendy Rickman (University of Central Arkansas, USA)and Cheryl Wiedmaier (University of Central Arkansas, USA)
DOI: 10.4018/978-1-4666-3974-4.ch014

Keywords: Digital Literacy / Educational Technologies / Information Science Reference / Library & Information Science

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Abstract

Does using technology as a supplemental resource in today’s classroom sufficiently complement current practices or can technology form an integral component of instruction and learning? Traditionally, the American education system consisted of classroom learning with the teacher as the primary source of content delivery and textbooks as the chief resource. Presently, technology influences instruction, and its impact will only increase. Many students have constant access to technology via the Internet at home and mobile devices. Therefore, today’s learners must develop information literacy and media literacy skills to communicate by way of 21st Century tools. Whereas the availability of technology in the classroom varies among states and districts, instructional strategies, such as problem-based learning, can frame technology as an integral component of education. This chapter will focus on project-based learning, problem-based learning, and challenge-based learning as pedagogies that readily integrate technology to promote new literacies.

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Three Instructional Models to Integrate Technology and Build 21st Century Literacy Skills

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