| Within the field of education, the phrase technological revolution has become a popular trope in our society, particularly in the past decade. As new technologies are introduced, they are often touted to be the keystone to a new age of education. In the past hundred years, many technologies have come and gone, but not much has changed in education. The field of new literacies research takes a particular interest in new and emerging technologies and promotes the idea that new technologies have changed what it means to be literate in our society. In this, the perception of change that new literacies promotes is different as it places the emphasis on the social engagement the technologies facilitate as opposed to the technology itself. The millennial generation, who is now coming of age and entering the workforce, grew up alongside these technologies. Having never known a world without digital technologies, many scholars have written about this generation and the changes they may bring to the work place and society. This collective case study investigates the relationship of the new literacies practices this generation of early career English teachers engage in their use of popular, social technologies for personal reasons and their classroom practice as teachers. The findings of this study indicate that the new literacies practices the teachers use in their personal usage of social technologies can be seen echoing in their classroom teaching practices. |
