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Abstract This article explores some of the ways in which educators are using the tools of new literacies without the mind-set. The author poses the possibility that this might be a result of increased pressure on teachers to differentiate for standardization. The author then presents ways in which new literacies, particularly those grounded in technology, can be used to transform education instead of dressing up drill and practice as new literacies.
Janna Jackson Kellinger (Mon,) studied this question.