This Is How We Do It: Authentic and Strategic Technology Use by Novice English Teachers

As the definition of literacy in the 21st century expands beyond print texts to include digital texts, media objects, images, sounds and social practices, what it means to be an English teacher in secondary schools also is shifting and growing in complexity. While there are many resources for integrating technology in the classroom, there remain few studies focused on how teachers are making choices related to technology use. This case study compares the ways in which two teachers make specific choices in relation to technology in their early careers as secondary English teachers. In doing so, the focal teachers are positioned as active agents (Lasky, 2005) in their professional development, from preservice to their early career classrooms, using technology strategically as a resource to within two distinct social settings: the preservice classroom where they are students, and the secondary classroom, where they are teachers.