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The authors contend that new technologies have developed new literacies and new ways of thinking that are reshaping our lives. In the rapidly changing world, they argue, these new literacies and their practices must become central to effective English education programs. To frame their argument, they introduce the notion of technological pedagogical content knowledge to bridge the perceived binary of technology and English education. Throughout, they analyze how reflection on new technologies and integration of them into coursework for specific purposes is an educational, political, and even a moral imperative.
Swenson et al. (Sat,) studied this question.