[*becoming* technologically iterate]

On ‘Becoming’ Technologically Literate: A Multiple Literacies Theory Perspective/p>

FRANCIS BANGOU & MONICA WATERHOUSE University of Ottawa, Canada

doi:10.2304/ciec.2008.5.4.445

VIEW FULL TEXT | BACK TO CONTENTS LIST

This article uses a multiple literacies theory framework to explore the processes of ‘becoming’ technologically literate through a year-long ethnographic study of two Master of Education pre-service second language teachers, a Latina woman and an African American woman, who learned how to use computer technology to teach Spanish at a large Midwestern university. The case studies of these two women are analyzed to gain insights into how teacher education programs can support racial minority pre-service teachers in ‘becoming’ technologically literate. First, the authors provide an overview of the multiple literacies theory developed by Masny. Second, the stories of the two pre-service teachers are presented. Finally, curricular and pedagogical recommendations for second language education Master of Education programs are provided.