Amy Piotrowski

Utah State University | USU · School of Teacher Education and Leadership

Symposium Various English educators consider what the advent of "intelligent" technology means for ELA education and the ongoing pursuit of equity and justice.

This article describes research on a Multigenre Digital Inquiry Project (MDIP), a technology-infused project designed to provide an opportunity for students to inquire about a topic of interest and share their research using 21st century technologies. Instead of composing a research paper or literature review, students designed a website with piece...

As English teacher educators who research and experiment with digital literacies in the classroom, we felt prepared for many of the pedagogical and technical aspects of the shift to emergency remote teaching. However, the realities of teaching and learning in a society under widespread, long-term stress illuminated the necessity of addressing the s...

This theoretical article by a team of English education scholars shares a framework for creating and assessing multimodal compositions.

Drawing from the Beliefs for Integrating Technology into the English Language Arts Classroom , as well as prior scholarship on digitally mediated communication, rhetorical studies and composition, assessment, and digital literacies, this theoretical article presents a framework for creating and assessing digital multimodal compositions. The Interco...

This book chapter shares the results of a case study of preservice English teachers taking a course on teaching young adult literature. We examine how creating lessons to teach young adult science fiction develop preservice teachers' critical digital literacy pedagogical practices.

Process of 22 scholars as they revised NCTE's position statement on incorporating technology into ELA instruction. Article is online at https://www.citejournal.org/volume-19/issue-3-19/english-language-arts/23-months-x-22-scholars-collaboration-negotiation-and-the-revision-of-a-position-statement-on-technology-in-english-language-arts/

This chapter reports how two teacher educators at a land-grant public university in the Intermountain West region of the United States used video conferencing and project-based learning to engage preservice teachers taking classes over interactive video conferencing. The preservice teachers in these courses had to choose a topic related to teaching...

These belief statements were developed in 2018 by the ELATE commission's Digital Literacies in Teacher Education commission. They offer a layered framework to support colleagues in their efforts to confidently and creatively explore networked, ubiquitous technologies in a way that deepens and expands the core principles of practice that have emerge...

This chapter share how preservice English teaches learned about the teaching of young adult literature by creating flipped lesson videos. Analyzing the participants' work suggests that flipped learning is a flexible method that can be used in a variety of lessons.

This article presents suggestions for conducting small-group work in synchronous distance courses taught using Interactive Videoconferencing (IVC) systems. One challenge of teaching over an IVC system is getting students involved in class activities. The authors share how they have used a videoconferencing tool to break up IVC classes into small gr...

How should secondary English teachers select texts for their classes? This article shares some ideas inspired by a group of high schoolers who pointed out that a main character dies at the end of everything they read in English class.

This study examined how preservice English Language Arts teachers learn to teach and use their knowledge of content, pedagogy, and technology during an English education course focused on technology. Seeking to address a gap in the research, this study utilized a case study methodology to look at preservice teachers’ learning about the flipped clas...

A look at three YA series using feminist theory. Teaching applications for the secondary classroom are discussed.

By focusing on three current young adult novels, the authors provide ideas for teachers to support students’ reading of controversial topics.

A project where a student teacher, her cooperating teacher, and university teacher educator teamed together to use Livescribe smartpens to enhance literature instruction in a middle school classroom.