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Narrative Overview of Secondary Teaching of English Program Modules
These modules have been designed to enhance the technology component of preservice teaching
preparation for the Secondary Teaching of English Program at Chicago State University. While the
modules are sequenced within the existing curriculum of this program, they are also adaptable as
stand-alone activities, able to be imported to other courses and programs. The technology modules
will be aligned with the ISBE Core Technology Standards, ISBE Professional Teaching Standards, and
NCTE/NCATE Standards; the standards will be identified within each module. A standards-based and
performance-based approach facilitates the integration of technology education into the existing
curriculum and diminishes the necessity for a stand-alone course that may not be as grounded in
discipline-specific-English language arts-content knowledge and tools of inquiry.
Secondary Teaching of English majors at Chicago State are required to enroll in three
discipline-specific professional courses prior to student teaching. These include ENG 347:
Teaching Composition 6-12, ENG 360: Teaching Literature 6-12, and ENG 363: Methods of Teaching
English 6-12, a field-based internship taken just before the student-teaching semester.
Because of the curricular sequence, technology components may be introduced to students systematically
as programmatic elements (i.e., early in their program, students will learn to create technology-enhanced
literature units, while later in their program, students will use electronic communication for reflective,
dialogic journals as well as professional webfolios). Such a sequence corresponds to the developmental
nature of students' experiences in preservice teacher preparation and enhances the cohort-based feature
of the Secondary Teaching of English Program at Chicago State University.
Overview of Programmatic Technology Infusion into Secondary Teaching of English
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