Integrating Technology Into an Intermediate Literacy Methods Course

In recent years, the definition of literacy has evolved to include not only print materials, but visual sign systems and symbols that are easily represented with technology (Harris & Hodges, 1995; Leu & Kinzer, 1999; Valmont, 2003). With this changing definition of literacy comes the challenge of teaching literacy using technology as a tool for student engagement and meaningful learning. As preservice teachers take literacy methods courses, it seems essential that they have experiences using technology for content knowledge development and for application to school settings. This article describes and illustrates how three instructors infuse technology throughout an intermediate literacy methods course