This article reviews research on English language arts teachers’ use of digital tools in the classroom to remediate print literacies. Specifically, this review focuses on the affordances of digital tools to foster uses of digital literacies of informational/accessibility, collaboration knowledge construction, multimodal communication, gaming literacy, and reflection on learning. Researchers have found relatively high levels of students’ engagement through their uses of digital tools for the social purposes of accessing, sharing, communicating, and reflecting on knowledge as part of a shared learning commons. Students are also engaged in multimodal representations of knowledge for immediate and worldwide audiences, as well as participation in collaborative gaming activities for both acquiring knowledge and learning collaboration practices. Researchers have also found that teachers and students employ uses of digital feedback tools and e-portfolios for effectively fostering student reflection. The findings from the research reviewed suggest the need for teachers to identify the affordances of digital tools in ways that remediate and transform largely print-based learning in English language arts classrooms through uses of digital tools.
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