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E‐Books and TPACK
Author(s) -
Brueck Jeremy S.,
Lenhart Lisa A.
Publication year - 2015
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1323
Subject(s) - laptop , merge (version control) , literacy , reading (process) , variety (cybernetics) , mathematics education , technology integration , pedagogy , phonics , newspaper , multimedia , computer science , teaching method , psychology , sociology , primary education , media studies , linguistics , philosophy , artificial intelligence , information retrieval , operating system
Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are increasingly viewed as an appropriate source for literacy exposure to books and reading by parents and educators, as net sales revenue from ebooks surpassed hardcover books in the first quarter of 2012 (Boog, 2012). As educators consider adopting ebooks as instructional resources, we must consider how to effectively merge content, pedagogy and technology in the early literacy classroom. In this article we discuss the emerging role of ebook technology in early reading instruction, along with describing how the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) can assist teachers in understanding the dynamic relationship between content, pedagogy and technology in the literacy classroom.