This study examined three interns, with plans to harness the available digital technologies in the classroom to facilitate engaging and relevant literacy learning experiences in their secondary English Language Arts (ELA) classrooms during their year-long internship. They entered placements where each student had 1:1 access to internet-enabled digital devices. Using a multiple-case study design and ethnographic methods, the study spanned 14 weeks in the spring of 2018. The process of planning, teaching, and reflecting was captured through participant observations, audio recordings of classroom occurrences, audio recordings of post-lesson debriefs, and 3 semi-structured interviews from each intern during the start, middle, and end of the study. The purpose of this study was to examine the enacted teaching practices using digital technologies of three secondary English Language Arts pre-service teachers.Analysis across the cases suggested how and why the interns plied (or did not ply) new literacies in their teaching using digital technologies. Four essential themes emerged across the cases: to expand student notions of literacy, to meet the societal imperative for student competencies in digital literacies, by using discussion to facilitate student learning, and by advancing teaching practice into new territories of technology integration. Findings suggest that despite the interns' positive beliefs and values about technology integration and digital literacy, they plied new literacies in disparate ways and to varying extents across their internship.
Read
