Technology has many benefits in the educational setting and content areas specifically. However, in spite of the many benefits technology brings to the classroom environment, there are also some challenges that are posed by its presence as well. The English Language Arts content area is not excluded from this truth. While technology certainly increases the number of resources available to students for research or production of writing, there are also additional issues that must be addressed.
Effective teaching requires that teachers have a strong understanding of their content area. Technology is constantly changing the environment in which students learn to read and write. Because of this, it is increasingly difficult for teachers to remain on top of the newest trends and practices in the area of language arts. At the same time, none of the expectations placed upon students for proficiency in this area have been lifted, but technological advances have added to the expectations. Roblyer and Doering (2013) state that “digital literacies have added a new dimension and an array of required skills. Teachers must now think in terms of visual and graphic literacy, as well as reading and writing literacy (p. 281).”
Technology has provided students with an even greater pool of valuable resources to work with when researching topics for writing assignments. While many of the resources are authentic and credible, many of the sites and much of the content posted on the Internet, are not. Students must be taught to be critical researchers and learn to identify sources that are credible. Dana Lynn Driscoll and Allen Brizee, contributors to the Purdue OWL, even go so far as to state the ability to authenticate sources is an important life skills that students must develop (n.d.).
For younger students, integrating technology into language arts can pose more technical issues than internet content. Students are expected to develop keyboarding skills at a younger age than ever, and some schools find themselves scrambling to figure out how to fit everything in. Arguments have been made for and against the necessity of teaching handwriting in school, and have discussed the possibility of replacing it with keyboarding. Integration of new standards, such as the Common Core State Standards, have mandated that students as young as third grade complete online assessments that require keyboarding skills to be in place. In a report published by EdTech Magazine, it is reported that the standards require students to be proficient typists by the time they reach fourth grade (Ribiero, 2013).
In order to combat the issues that arise from technology use in the area of language arts, it is important that teachers and students are equipped with the proper solutions and tools to overcome them. To effectively teach new digital literacies, Roblyer and Doering insist that teachers themselves must first become proficient in the digital literacies to make it possible to teach them to students (p. 281). Teachers must also possess the skills to effectively analyze sources and to be critical of its authenticity. There are a variety of tools available to internet consumers to evaluate website authenticity, and if a teacher struggles with this skill, using one of the tools is an effective way to develop necessary skills in this area. In regard to students having to develop proficient typing skills at much younger ages than ever before, the solution is still unclear. Debates are constantly taking place for and against teaching typing in place of handwriting, as previously discussed, but it is not a debate in which one side will prevail in the near future. In the mean time, teachers at the elementary level must find ways to include activities within lessons that promote keyboard-use and skill development.
Integrating technology into the English Language Arts is not without obstacles. However, with proactive planning by districts and teachers in the form of professional development and discussion, it is possible to overcome the challenges to implement technology successfully.
References:
Driscoll, D.L. & Brizee, A. (n.d.). Evaluating sources: Overview. Retrieved from: https://owl.english.purdue.edu/owl/owlprint/553/
Ribiero, R. (2013). Handwriting vs. typing: Which skill do students need most? EdTech Magazine. Retrieved from: http://www.edtechmagazine.com/k12/article/2013/10/handwriting-vs-typing-which-skill-do-students-need-most
Roblyer, M.D. & Doerling, A.H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson.
Using technology to teach language arts continues to take on a different role. Determining the authenticity of resources is a key skill all students need to possess. This skill must begin as soon as students begin to conduct research online. It is unfortunate that so much of what is online is bogus. Hand-in-hand with document authenticity are keyboarding skills. Keyboarding is a skill many underestimate the importance of however handwriting is just as important. As you mentioned, teachers need to be creative and integrate activities that encompass both skills.
ReplyDeleteCatherine
Hello Kim,
ReplyDeleteI also focused on the difficulties of technology within language arts. I agree with the point you made that technology is constantly developing and many times it is difficult to be informed about the newest technologies available. I agree with you that technology can offer students a great deal of resources when researching. However, you made a good point that students needed to know how to analyze resources and find credible sources. You also made an insightful point on the importance of handwriting. I have had this discussion with colleagues and the importance of requiring students to still develop these fine motor skills. Nevertheless, our administration is pushing for integrating more typing into the lower grades. I believe there needs to be a healthy balance between the two for integrating technology in writing. You also provided some very good suggestions for integrating technology into language arts such as analyzing resources for authenticity. This is a skill that I have been developing within my own integration of technology into my students’ language arts content area.
Thank you for sharing,
Mariel
Hello Kim,
ReplyDeleteGreat analysis, although my area is mathematics I feel the MET program has really pushed my LA skills. Your analysis highlights many common concerns we have in mathematics as well. In particular I liked your statement :" it is important that teachers and students are equipped with the proper solutions and tools to overcome them. " This is true for every subject.
Great use of resources. Overall, very well done!
Kim, well written post. I agree with previous posts that schools must find ways to incorporate both keyboarding and handwriting skills. I cannot put my finger on the research at this minute, but I believe there are several studies that look at the link between handwriting (specifically cursive) instruction and reading development. Cursive is not taught in our school district. I had to quit writing on the board in cursive, because too many of my students could not read cursive. We must be careful with this area of transition of digital literacy.
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