New Literacies in the US and China: Middle Grade Teachers Confront the Issues
Central to closing the gap between in-school and out-of-school student technology use is teachers’ dispositions and uses of technologies to support student engagement with new literacies in the classroom. This study presents findings from surveys and focus groups with American and Chinese teachers in an attempt to understand both groups’ perspectives on integrating new literacies into their teaching. Results indicate that although American and Chinese teachers are operating under different policies in their respective countries, their experiences with school changes prompted by the integration of new literacies have similarities. One notable difference was the significantly higher value Chinese teachers assigned to creativity and innovation in contrast to American teachers, which may be a result of current American testing policies. Teachers from both countries are eager to create educational experiences that help students become active global citizens and recognize the role of new literacies in achieving this goal.
Citation
Spires, H. & Morris, G. (2008). New Literacies in the US and China: Middle Grade Teachers Confront the Issues. Paper presented at the American Educational Research Association, New York, NY.
PROJECT TEAM
- Dr. Hiller Spires
Co-Director - John Lee
Co-Director - Tanya Watson
Graduate Research Assistant - Lisa Hervey
Graduate Research Assistant - Kimberly Turner
Graduate Research Assistant - Ashley Hoffman
Graduate Research Assistant - Eleni Lobene
Graduate Research Assistant
