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Abstract
Technology continues to shift the definition of what it means to be literate. As literacy educators in teacher preparation programs, we must consider how emerging and mobile technology may be used within coursework to not only create multiple ways to conceptualize teaching 21st century literacy, but also as a professional imperative. This article presents practical insights from two literacy education courses at two universities that built mobile technologies into coursework in ways that expand and socially network student learning. This work offers educators who lead literacy education courses in teacher preparation programs a variety of ways to incorporate technology that benefit students and are value-added, rather than simply added on.
