This collective case study examines new literacies integration by student teacher/cooperating tea- cher dyads supported by a coach in elementary schools. The theoretical lens for this study combines two areas: the TPACK framework for examining technology integration into teaching and a transformative “Third Space” approach to growing practitioner knowledge. The study took place in a large Midwestern public school district where many student teachers from a public university complete their student teaching experience. The research explored how collaboration in new literacies integration was enacted between student teacher, cooperating teacher, and coach. Results are organized around three themes: collaborative approaches to integration, affordance and effort, and expectations with support. Examination of the enactment of new literacies integration led us to create an innovative teacher education model. In the proposed Triarchic Model of Teacher Education, a university coach supports the concurrent development of preservice and inservice teachers in technology integration.
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