Carl A. Young, North Carolina State University, USA.Sara Kajder, University of Pittsburgh, USA.

• Introduction, Carl A. Young and Sara Kajder.Part I. TPACK and English Education.Chapter 1. Developing Technological Pedagogical Content Knowledge Through English Teacher Research and a Pedagogy of Multiliteracies, Troy Hicks.Chapter 2. Scaffolding the TPACK Framework in Reading and Language Arts: New Literacies, New Minds, Hiller Spires, Lisa Hervey, and Tanya Watson.Chapter 3. Placing Technologies in Preservice English Teacher Reflection: Connecting Reflective Practice and TPACK, Melanie Shoffner.Part II. Online Reading Comprehension and Literature Discussion.Chapter 4. TPACK and New Literacies of Online Reading Comprehension: Preparing Today's Teachers for Tomorrow's Readers, J. Gregory McVerry.Chapter 5. Learning Synchronous Chat Technology by Design in the High School English Classroom, Susan Groenke and Michelle Grothaus.Part III. Virtual Worlds and Online Role Play.Chapter 6. Virtual Worlds for Literary Study: Technological Pedagogical Content Knowledge in The Village of Umuofia and Other Literary Worlds, Allen Webb.Chapter 7. TPACK Perspective on Learning to Engage in Dialogic Argument Through Participation in Online Role-Play in the English Classroom, Richard Beach and Candance Doerr-Stevens.Part IV. Digital Writing Through Video and Weblogs.Chapter 8. Negotiating the Privilege of Print With the Affordances of Digital Video Authoring, Jamie Myers.Chapter 9. Teacher Knowledge-in-Action: Enacting Multimodal Literacy Pedagogy for DV Composing, Suzanne Miller, Keith Hughes, and Merridy Knips.Chapter 10. Blogversing With Fifth Graders: The Intersection of Blogging, Conversations, and Writing, Ewa McGrail and Anne Davis.Part V. Social Networks and Content Area Learning.Chapter 11. Repurposing Social Networking Tools for the Classroom: An Examination of Twitter's Potential for Enhancing ELA Content Knowledge, Carl A. Young and Naomi Kraut.About the Authors.

Carl A. Young, North Carolina State University, USA.Sara Kajder, University of Pittsburgh, USA.

• Introduction, Carl A. Young and Sara Kajder.Part I. TPACK and English Education.Chapter 1. Developing Technological Pedagogical Content Knowledge Through English Teacher Research and a Pedagogy of Multiliteracies, Troy Hicks.Chapter 2. Scaffolding the TPACK Framework in Reading and Language Arts: New Literacies, New Minds, Hiller Spires, Lisa Hervey, and Tanya Watson.Chapter 3. Placing Technologies in Preservice English Teacher Reflection: Connecting Reflective Practice and TPACK, Melanie Shoffner.Part II. Online Reading Comprehension and Literature Discussion.Chapter 4. TPACK and New Literacies of Online Reading Comprehension: Preparing Today's Teachers for Tomorrow's Readers, J. Gregory McVerry.Chapter 5. Learning Synchronous Chat Technology by Design in the High School English Classroom, Susan Groenke and Michelle Grothaus.Part III. Virtual Worlds and Online Role Play.Chapter 6. Virtual Worlds for Literary Study: Technological Pedagogical Content Knowledge in The Village of Umuofia and Other Literary Worlds, Allen Webb.Chapter 7. TPACK Perspective on Learning to Engage in Dialogic Argument Through Participation in Online Role-Play in the English Classroom, Richard Beach and Candance Doerr-Stevens.Part IV. Digital Writing Through Video and Weblogs.Chapter 8. Negotiating the Privilege of Print With the Affordances of Digital Video Authoring, Jamie Myers.Chapter 9. Teacher Knowledge-in-Action: Enacting Multimodal Literacy Pedagogy for DV Composing, Suzanne Miller, Keith Hughes, and Merridy Knips.Chapter 10. Blogversing With Fifth Graders: The Intersection of Blogging, Conversations, and Writing, Ewa McGrail and Anne Davis.Part V. Social Networks and Content Area Learning.Chapter 11. Repurposing Social Networking Tools for the Classroom: An Examination of Twitter's Potential for Enhancing ELA Content Knowledge, Carl A. Young and Naomi Kraut.About the Authors.

Carl A. Young, North Carolina State University, USA.Sara Kajder, University of Pittsburgh, USA.

• Introduction, Carl A. Young and Sara Kajder.Part I. TPACK and English Education.Chapter 1. Developing Technological Pedagogical Content Knowledge Through English Teacher Research and a Pedagogy of Multiliteracies, Troy Hicks.Chapter 2. Scaffolding the TPACK Framework in Reading and Language Arts: New Literacies, New Minds, Hiller Spires, Lisa Hervey, and Tanya Watson.Chapter 3. Placing Technologies in Preservice English Teacher Reflection: Connecting Reflective Practice and TPACK, Melanie Shoffner.Part II. Online Reading Comprehension and Literature Discussion.Chapter 4. TPACK and New Literacies of Online Reading Comprehension: Preparing Today's Teachers for Tomorrow's Readers, J. Gregory McVerry.Chapter 5. Learning Synchronous Chat Technology by Design in the High School English Classroom, Susan Groenke and Michelle Grothaus.Part III. Virtual Worlds and Online Role Play.Chapter 6. Virtual Worlds for Literary Study: Technological Pedagogical Content Knowledge in The Village of Umuofia and Other Literary Worlds, Allen Webb.Chapter 7. TPACK Perspective on Learning to Engage in Dialogic Argument Through Participation in Online Role-Play in the English Classroom, Richard Beach and Candance Doerr-Stevens.Part IV. Digital Writing Through Video and Weblogs.Chapter 8. Negotiating the Privilege of Print With the Affordances of Digital Video Authoring, Jamie Myers.Chapter 9. Teacher Knowledge-in-Action: Enacting Multimodal Literacy Pedagogy for DV Composing, Suzanne Miller, Keith Hughes, and Merridy Knips.Chapter 10. Blogversing With Fifth Graders: The Intersection of Blogging, Conversations, and Writing, Ewa McGrail and Anne Davis.Part V. Social Networks and Content Area Learning.Chapter 11. Repurposing Social Networking Tools for the Classroom: An Examination of Twitter's Potential for Enhancing ELA Content Knowledge, Carl A. Young and Naomi Kraut.About the Authors.