A second issue is teacher knowledge and attitude about new literacies (Hew & Brush, 2007). Fernley presents a case study of working with teacher knowledge and attitude through a gradual model of moving to new literacies. Primary teachers are carefully supported with the lab and the gradual introduction of classroom laptops. In third grade, there are higher expectations for teachers to bring digital and media technologies to their classrooms. These efforts are carefully supported with Todd's leadership, ongoing professional development, and student experts. By fourth grade, teachers are aware of the extended expectations for laptop learning and instruction, and students are prepared for this more consistent use of digital and media literacies. To bring new teachers to new literacies and to provide support for returning teachers, there are summer workshops to refine teachers' knowledge about technology and explore ways to use it in learning. Todd similarly provides summer workshop support for student technology leaders.

The number one thing laptops have done is motivation. Kids are sitting up and leaning into their learning. As a teacher, this is the one thing I want from my students. If I have them engaged and motivated, the sky's the limit.

Teachers take on this challenge because it is their job to prepare students for the future. There is a steep learning curve at the beginning, but after the first year, most teachers won't spend any more time preparing lessons. Once teachers have training in using laptops and how to integrate technology with state standards there is greater student engagement in learning. Teachers will see that giving a laptop to a student results in greater engagement. Greater engagement equals higher achievement. End of story.

According to MacArthur, word-prediction software, which generates lists of potential words as students type initial letters into the computer, can also help students dramatically improve the legibility and spelling of their writing. In a 2006 article in the Handbook of Writing Research, "The Effects of New Technologies on Writing and Writing Processes," he explains that his series of three studies of 9- and 10-year-olds with severe spelling problems showed that these students' legible words increased from 55 to 85 percent, and their correctly spelled words rose from 42 to 75 percent.

Egli notes that using technology alone is not the answer to improving literacy, but the tools help teachers move students toward their individual learning goals. "Using some of the technologies we have now, we can do some things that many of us hoped to achieve for a lot of our special-needs kids—but at a much more efficient rate," she says.

However, there seems to be an innate desire, often verbalized by reporters, who attempt to glorify or villainize emerging tools and technologies. Technology can positively impact emergent literacy acquisition, however, it does not mean it always will.

As such, it would be prudent to know more about the teacher involvement and requisite professional development of technology and literacy implementations. These were left out of many of the stated studies, reducing the ability of researchers and practitioners to further implement or confirm the outcomes.