Anderson, Rebecca S.; Grant, Michael M. & Speck, Bruce W. (2008). Technology to Teach Literacy: A Resource for K-8 Teachers. Upper Saddle River, NJ: Pearson/Prentice Hall.

Pages: 312     Price: $22.00     ISBN:

I normally don’t get excited about books that are published primarily for college courses, but this book is an exception. Rather than the standard approach to using computers in the classroom, Technology To Teach Literacy: A Resource for K-8 Teachers, looks specifically at ways to use technology to support literacy. It briefly describes typical software applications, and then focuses on a variety of ways that technology can be used to support reading, writing and other types of communication.

As a second language instructor, I was especially interested in the chapter that discussed the use of computers in ESL classrooms. This chapter, like the others, begins with a realistic classroom scenario where both ESL and non-ESL students interact with each other and computer software as they improve their language skills. It continues with the first person account of a teacher struggling with the challenge "to develop a program that accepts and respects the language and culture of ESL students and empowers them to feel confident to risk getting involved in the learning process" (p. 147). The authors then provide the reader with further rationale for using computers with ESL students, and examples of what that might look like in practice. Their research base is strong, citing noted experts such as Larry Cuban and Paulo Freire along with respected researchers in the fields of literacy and technology in education.

Each chapter in the book, like the ESL chapter mentioned above, follows a format that begins with a classroom scenario and includes: theoretical background, examples of practice, lesson plans, and references. For example, the chapter on Using Technology to Teach Reading begins with a scenario in which a math teacher and a reading teacher discuss how the math teacher addresses literacy in his classroom. This is followed by theory related to the study and teaching of reading, examples of various approaches to teaching reading with technology, instructional design and technology tips, and lesson plans. This approach provides a realistic view of the use of technology from theory to practice, in a way that teachers will find useful.

Interestingly, colleagues of the authors, who are experts in their respective fields, wrote the chapters on ESL and literacy for struggling readers. It is refreshing to encounter authors who recognize their own limitations and the importance of bringing in other experts when appropriate. This adds to the credibility of the book as a whole.

Technology to Teach Literacy is more than just a good textbook; it would also be a good resource to include in any school’s professional development collection. It provides engaging scenarios and examples of how real teachers use technology to improve teaching and learning for their students. The book is well written, with a focus on classroom practice rather than computer tutorials. Today, with renewed attention to the issue of literacy, it is refreshing to see a book that provides readers with well-researched examples of how teachers can use technology to enhance the learning experiences of their students.

Reviewed by Michael Morales, a doctoral student in the Graduate School of Education at Portland State University.