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Teacher education has been subject to both criticism and innumerable efforts designed to reform it and to make it more relevant to teaching and learning in the diverse societies of the 21st century. A much sought after reform includes evidence of programs that utilize a more tightly holistic and integrated approach to instruction (Boyer, 1990) aimed at equipping teacher candidates with skills to teach in the information age of multiple technological literacies (Leu, Kinzer, Coiro, & Cammack, 2004). Rapid digitization of everyday practices means that we need to rethink conventional epistemology that essentially favors propositional and text-book knowledge. While today’s children, otherwise known as the “digitally at home kids” (Lankshear & Knobel, 2006) or the millennials, live their lives with and through the aid of digital technologies, schools have generally remained largely print-based and lukewarm in integrating these technologies. In order to motivate these children and make learning more meaningful for them, it is imperative that teachers balance academic literacies with technological literacies (Author, 2006, 2009).


This article was published in the Journal of Literacy and Technology and is also available through the journal's webpage:

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