Mindful Teaching with Technology

Troy Hicks, PhD, is Professor of English and Education at Central Michigan University, where he teaches master’s and doctoral courses in educational technology. He is also Director of the Chippewa River Writing Project, a site of the National Writing Project. During the 2020–2021 school year, Dr. Hicks served as the leader of a Teaching with Primary Sources grant through the Library of Congress and as coeditor of the Michigan Reading Journal. A former middle school teacher, he is a recipient of the Teacher Educator Award from the Michigan Reading Association, the Excellence in Teaching Award from Central Michigan University, and the Divergent Award for Excellence from the Initiative for 21st Century Literacies Research. An ISTE (International Society for Technology in Education) Certified Educator, Dr. Hicks consults with educational companies and nonprofit organizations and presents regularly at national educational conferences. He is the author of numerous books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age. His website is hickstro.org.

"Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book."--Julie Coiro, PhD, School of Education, University of Rhode Island"Mindful Teaching with Technology belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now--the timeliness and forward-thinking approach are part of what makes this book so special."--Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana"Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best--providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life."--Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University-

• Foreword, Lesley Mandel Morrow1. The Case for Digital Diligence in English Language Arts Classrooms- Interlude: From Synchronous to Real Time; from Asynchronous to Anytime2. Planning for Purposeful Arcs of Instruction- Interlude: The Rationale for Focusing on Google Chrome3. Protecting Privacy4. Maximizing Our Own Attention5. Popping Filter Bubbles and Breaking Algorithms6. Understanding How Knowledge Gets Created and Circulated- Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain7. Extending Opportunities for Digital Writing8. Embracing Opportunities for Connected Reading9. ConclusionReferencesIndex