Using technology to enhance literacy has been viewed in different ways by educators. Some teachers believe that new developments will fundamentally change literacy instruction; others think that technology is simply a new tool to use with old teaching methods. The latter group views technology as merely another example of the education pendulum swinging back and forth—but rarely creating new tracks. Likewise, some researchers claim that technology essentially redefines literacy while others believe that it acts as a vehicle to restore established concepts of literacy (Bryan, Merchant, and Cramer 1999). The question of how new technologies impact literacy instruction in K-8 classrooms is particularly significant today. Historically, definitions of literacy were grounded in ancient Greek tradition, in which like-minded teachers and scholars gathered as communities of literates to share oral and written discourse and explore topics for further study (Heath 1991). For example, Aristotle taught by asking questions and having learners share their knowledge orally in the absence of technology tools. Similarly, in America early educators in one-room schools challenged learners to read, write, and recite memorized passages orally. In recent years, however, new literacies have emerged in association with technology. Gilster (1997) defines digital literacy as the ability to communicate with an ever-expanding community to discuss issues, gather information, and seek help. Likewise, global literacy is the capacity to read, interpret, respond, and
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