Preservice English teachers acquiring literacy practices through technology tools

Aaron H Doering, Richard Beach

Research output: Contribution to journalArticlepeer-review

25 Scopus citations


This study analyzes the uses of various technologies to enhance literacy practices within a multi-genre writing project involving pre-service teachers and middle school students. Twenty-seven English pre-service teachers, simultaneously enrolled in a methods and a technology course, collaborated with middle school students using asynchronous Web discussion to develop hypermedia projects that fostered and promoted the use of technology as a tool. These tools mediated the uses of various literacy practices within the larger activity system of teacher education, whose object is to assist teachers to acquire those practices involved in working effectively with students. Qualitative data were collected through analyzing preservice teachers' development of Storyspace™ hypermedia projects, the use of asynchronous discussion with their middle school students, and participation on a WebCT™ bulletin-board discussion. The hypermedia productions with middle school students helped the preservice teachers learn how to model the literacy practices of making intertextual or hypertextual links. The Web-based communication with students helped preservice teachers develop relationships with students in the absence of face-to-face interaction. And, through participation in the WebCT™ bulletin board, preservice teachers employed different literacy practices ranging from the display of spontaneous thinking to engaging in word/role play.

Original languageEnglish (US)
Pages (from-to)127-146
Number of pages20
JournalLanguage Learning and Technology
Issue number3
StatePublished - Sep 2002


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