Abstract
This chapter examines practices, strategies, and assessments used to support preservice and inservice teachers in becoming digital writers who can thoughtfully integrate digital and multimodal writing into their pedagogical practice. The chapter is organized into two sections: (1) a research-based discussion of goals and strategies for integrating digital and multimodal writing into preservice and inservice teacher education courses, and (2) concrete examples of activities and assessments for teacher education courses that can successfully scaffold teachers into becoming digital writers. Findings demonstrate that the thoughtful and purposeful integration of digital, multimodal writing into teacher education courses can shift understandings of writing as a participatory practice and support teachers in successful classroom integration.
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