Mindful Teaching with Technology

Digital Diligence in the English Language Arts, Grades 6-12

Troy Hicks
Foreword by Lesley Mandel Morrow

HardcoverPaperbacke-bookprint + e-book
November 11, 2021
ISBN 9781462548040
Price: $82.00
224 Pages
Size: 7" x 10"
October 29, 2021
ISBN 9781462548033
Price: $32.00
224 Pages
Size: 7" x 10"
October 18, 2021
ePub and PDF ?
Price: $32.00
224 Pages
print + e-book
Paperback + e-Book (ePub and PDF) ?
Price: $64.00 $35.20
224 Pages

Technology is integral to teaching in the English language arts, whether in-person, hybrid, or remote. In this indispensable guide, Troy Hicks shows how to teach and model “digital diligence”—an alert, intentional stance that helps both teachers and students use technology productively, ethically, and responsibly. Resources and lesson ideas are presented to build adolescents' skills for protecting online privacy, minimizing digital distraction, breaking through “filter bubbles,” fostering civil conversations, evaluating information on the Internet, creating meaningful digital writing, and deeply engaging with multimedia texts. Dozens of websites, apps, and other tools are reviewed, with links provided at the companion website; end-of-chapter teaching points and guiding questions facilitate learning and application.

“Hicks takes readers on a powerful journey toward teaching students to be digitally diligent. The book provides a deep-dive exploration of purposeful activities that can be incorporated into asynchronous and synchronous instruction. Chapters on topical learning outcomes include teaching points and guiding questions that help teachers creatively customize lessons, assignments, and assessments. Hicks offers numerous examples of how technology can be used for connected reading and writing characterized by empathy, intention, and persistence. Whether you teach young learners or train future educators, you will learn much from this book.”

—Julie Coiro, PhD, School of Education, University of Rhode Island

Mindful Teaching with Technology belongs on the desk of every school librarian or technology integration specialist. The lessons that Hicks outlines are relevant and purposeful, and, for some learners, could be life altering. With the lessons, Hicks provides irresistible, ready-to-go tools and resources that can be adapted for different purposes. Readers will want to have a device nearby for digital play and exploration. Hicks is writing for right now—the timeliness and forward-thinking approach are part of what makes this book so special.”

—Kristin Patrick, MLIS, technology integration coach, Noblesville Schools, Indiana

“Hicks introduces the concept of digital diligence and invites readers to engage in a deeper conversation about how we use technology. Framing tech use through a lens of digital literacy, Hicks continues his excellent contributions to the field by doing what he does best—providing practical lesson and activity ideas along with specific tools to achieve desired outcomes. English teachers of all levels and in all stages of their careers will find something new or reaffirming in this book. From teaching reading and writing to helping students navigate digital modalities, the book presents strategies for helping learners to engage purposefully with technology as a tool of literate life.”

—Kristen Hawley Turner, PhD, Caspersen School of Graduate Studies, Drew University

Table of Contents

Foreword, Lesley Mandel Morrow

1. The Case for Digital Diligence in English Language Arts Classrooms sample

- Interlude: From Synchronous to Real Time; from Asynchronous to Anytime

2. Planning for Purposeful Arcs of Instruction

- Interlude: The Rationale for Focusing on Google Chrome

3. Protecting Privacy

4. Maximizing Our Own Attention

5. Popping Filter Bubbles and Breaking Algorithms

6. Understanding How Knowledge Gets Created and Circulated

- Interlude: Repurposing Existing Materials and a Brief Overview of Copyright, Fair Use, Creative Commons, and the Public Domain

7. Extending Opportunities for Digital Writing

8. Embracing Opportunities for Connected Reading

9. Conclusion



About the Author

Troy Hicks, PhD, is Professor of English and Education at Central Michigan University, where he teaches master’s and doctoral courses in educational technology. He is also Director of the Chippewa River Writing Project, a site of the National Writing Project. During the 2020–2021 school year, Dr. Hicks served as the leader of a Teaching with Primary Sources grant through the Library of Congress and as coeditor of the Michigan Reading Journal. A former middle school teacher, he is a recipient of the Teacher Educator Award from the Michigan Reading Association, the Excellence in Teaching Award from Central Michigan University, and the Divergent Award for Excellence from the Initiative for 21st Century Literacies Research. An ISTE (International Society for Technology in Education) Certified Educator, Dr. Hicks consults with educational companies and nonprofit organizations and presents regularly at national educational conferences. He is the author of numerous books, articles, chapters, blog posts, and other resources broadly related to the teaching of literacy in our digital age. His website is hickstro.org.


Classroom teachers in grades 6–12 (also relevant for grades 3–5), literacy coaches, staff developers, school librarians, and teacher educators and graduate students.

Course Use

May serve as a supplemental text in graduate-level courses.