Abstract
This article applies the PICRAT (Passive, Interactive, Creative, Replacement, Amplification and Transformation) Model to literacy planning within a K-8 context to provide literacy teacher educators and literacy teachers with a pathway into technology integration regardless of their degree of self-efficacy with technology. This article shares examples from simplest forms of replacement to more complex ideas intended to transform practice. More specifically, examples include use of multicultural literature to teach critical literacy skills within ELA or social studies. Examples are meant to be a scaffold to allow readers to envision their own innovative ideas for technology integration.
Recommended Citation
Howe, Kathleen S.; Asim, Sumreen; and Christensen, Rhonda
(2025)
"Applying a Technology Integration Model to Guide Literacy Lesson Planning: A Focus on Teaching Critical Literacy Skills Using Multicultural Literature and Digital Tools,"
Literacy Practice and Research: Vol. 49:
No.
2, Article 3.
Available at:
https://digitalcommons.fiu.edu/lpr/vol49/iss2/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Educational Technology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons, Secondary Education and Teaching Commons