Relative Advantages of Technology in English Language Arts

Technology has many benefits to education across all content areas.  While certain tools, such as word processing, spreadsheet, or presentation tools, may be a common ‘go-to’ for many educators in an attempt to integrate technology, there is a wide variety of content-specific resources and tools available for teachers to use to enhance their classrooms.  As my focus in EDTECH 541 this semester is on integrating technology into the English Language Arts, I have decided to focus specifically on the relative advantages of integrating technology into the English and Language Arts content areas.

If asked how to integrate technology into the English Language Arts (ELA), a common response from educators may be to have students simply type their work.  However, the capacity of technology to improve students’ reading and writing skills is much greater than that.  “Understanding computer technology, along with reading, writing, and mathematics, is cited as a core element of literacy in the Information Age, with growing evidence to suggest that computer literacy should not be thought of as simply possessing specific computer skills as much as developing a confident and flexible attitude about technology (Young & Bush, 2004).”  It is important for teachers to understand how to effectively utilize technology to provide the greatest benefit to student learning.

Reading and writing are fundamental skills taught in the English Language Arts.  Word processors and a variety of web-based collaboration tools have helped to improve the development of these skills in students.  However, because of the rise in use of technology for communication, it has also become necessary to use these types of tools in a skilled and literate manner in order to communicate effectively with others.  Technology provides support for teachers and students in both reading and writing.  Roblyer and Doering (2013), have suggested the following strategies for providing support to students in the areas of writing and reading:

Methods for supporting writing instruction:

• Complete prewriting with electronic outlining and concept mapping tools
• Encourage student writing with online examples, story starters, and blogs and wikis
• Use word processing to produce written drafts
• Support the revising and editing process of written drafts by modeling thinking while revising and editing
• Provide feedback with grammar, spell-check, and thesaurus features within programs
• Provide feedback on student writing with editing tools
• Publish student work digitally through the use of tools such as websites, electronic books, multimedia slideshows, etc.

Methods for supporting literature learning (reading):

• Access online copies of published works
• Access background information on authors
• Support literary analysis through the use of ereaders and interactive whiteboards

There are also tools available for students to use to improve their comprehension skills and vocabulary development.  BrainPop is an example of a site that assists students in linking images to words to allow learners to begin to make associations between objects and their names.  Websites like Wordle and Tagxedo allow students to utilize vocabulary skills in a fun and engaging way.  To improve student comprehension skills students may use tools such as ebooks, interactive stories, talking word processors, or digital storytelling.  

By utilizing the above methods and aligning their use to curriculum materials and the appropriate standards, students will benefit from technology use in English Language Arts, and not merely be engaged in technology use for ‘technology’s sake’.

References:

Roblyer, M.D. & Doerling, A.H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson.

Young, C. A. & Bush, J. (2004). Teaching the english language arts with technology: A critical approach and pedagogical framework. Contemporary Issues in Technology and Teacher Education, 4(1). Retrieved from: http://www.citejournal.org/vol4/iss1/languagearts/article1.cfm