Technology in Education
Chapter 7
Teaching and Learning with Technology
in English and Language Arts Instruction
Learning Objectives
1. Recognize the implications for technology
integration of each issue faced by English and
Language Arts students.
2. Create key strategies for integrating technology
into the English and Language Arts curricula.
Introduction (Part I)
Teaching and Learning with
Technology in English and
Language Arts Instruction
In today's digital age, technology has become an integral part
of English and Language Arts instruction. This chapter
explores the implications of technology integration and
provides strategies for effectively incorporating it into the
curriculum. From digital literacy to information literacy,
teachers must adapt to the evolving landscape of
communication and information access to support their
students' growth as skilled readers, writers, and critical
thinkers.
Objectives for Technology Integration
1 Recognize Implications
Understand the impact of current issues faced by English and
Language Arts students, such as the shift in communication
formats and types, and how technology can address these
challenges.
2 Create Strategies
Develop key strategies for seamlessly integrating technology into
the English and Language Arts curricula, enhancing digital and
information literacy skills.
3 Enhance Instruction
Explore how technology can be used to foster reading, writing,
and critical analysis skills, as well as support diverse learners
through personalized and interactive learning experiences.
Embracing the "New Literacies"
Digital Literacy Information Literacy
Mastering the skills to use computer Developing the ability to recognize when
devices and software to locate, access, information is needed, and the skills to
and utilize digital information, effectively locate, evaluate, and use that
including blogs and wikis. information, such as through online
tutorials and databases.
Fostering Digital and Information Literacy
Digital Literacy Information Literacy Collaborative Learning
Developing the skills Cultivating the ability to Encouraging students to take
to effectively use recognize when information on the role of teacher,
digital devices and is needed, and the skills to fostering a sense of shared
software to access, locate, evaluate, and use that knowledge and the power of
navigate, and utilize information effectively for social interaction in the
online information research and learning. learning process.
and resources.
Addressing the Challenges of Diverse Learners
Cultural and Linguistic Literacy Struggles
Diversity
Students who have difficulties
The increasing diversity in
reading or learning English as a
schools, including students from
second or third language often
different cultural and linguistic
continue to struggle as they
backgrounds, creates new
progress through their education,
challenges for English Language
highlighting the need for
Arts teachers, requiring
targeted support and
adaptable and inclusive
interventions.
instructional approaches.
Leveraging Technology
Technological tools, such as audiobooks, ebooks, and specialized
software, can help support the growth and development of diverse
learners, providing personalized and accessible learning experiences.
Integrating Technology into the Curriculum
Ebooks and Ereaders
Leveraging the unique features of
digital texts, such as adjustable
1
font sizes, built-in dictionaries,
and text-to-speech capabilities, to Online Resources
enhance reading comprehension
2
and engagement. Incorporating a variety of
online tools and platforms,
including forums, word
processing software, and
Personalized Learning 3 digital word clouds, to support
Utilizing technology to provide and enrich writing instruction
personalized and adaptive learning and collaboration.
experiences, catering to the diverse
needs and learning styles of
students in the English Language
classroom.
Empowering Students as Co-Creators
Shared Knowledge
Encouraging students to take on the role of teacher, sharing their
expertise and insights with their peers, fostering a collaborative
learning environment.
Social Constructivism
Embracing the principles of social constructivism, where
learning is facilitated through social interaction and the co-
creation of knowledge, empowering students as active
participants in their own learning.
Beyond the Classroom
Recognizing that teaching and learning are no longer confined
to the traditional classroom, as the internet and digital
technologies have expanded the boundaries of the learning
experience.
Introduction (Part II)
Teachers' Growth as Literacy
Professionals and Leaders
This section explores the key elements that teachers
need to know about integrating technology into their
curriculum. It covers the importance of teachers using
information and communication technologies (ICTs)
effectively, providing students with opportunities to
collaborate globally, and ensuring that standards and
assessments reflect new literacies. The presentation also
emphasizes the critical role of leaders and policymakers
in advocating for the use of ICTs in teaching and
learning, as well as the need for equal access to these
technologies.
QWERTY Keyboarding: To
Teach or Not to Teach?
The QWERTY keyboard, named after the first six letters on
the top row, is a traditional typewriter-like keyboard. There
are arguments both for and against teaching QWERTY
keyboarding skills in schools. Proponents argue that without
proper training, students may develop bad habits that could
become permanent and hinder their fluency and speed in
typing. However, opponents contend that the time and
resources spent on QWERTY training could be better
utilized, as students only need basic keyboard familiarization
unless they have real-world applications that require
advanced typing skills. Ultimately, teachers tend to favor
keyboarding instruction if it is available and deemed
necessary for their students.
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The Cursive Writing Controversy
The debate around teaching cursive writing in elementary schools continues. Some
argue that it is no longer used enough in everyday life to justify its place in the
curriculum, while others believe it is still important for developing fine motor
skills, legal matters, and reading historical documents. The decision to allocate time
for cursive writing instruction is a complex one, with valid arguments on both
sides.
Top Integration Strategies for English and Language Arts
1. Digital publishing of students’ work to encourage writing.
2. Blogs and wikis to encourage student writing.
3. Modeling effective revising and editing processes with
whiteboards.
4. Concept mapping software to help students plan their writing.
5. Using word processing features such as track changes and
autocorrect to aid editing.
6. Digital text to encourage engaged reading.
7. Using e-readers for literacy analysis.
8. Use talking word processors and handheld devices to provide
audio support for reading.
9. Modeling literacy analysis with whiteboards.
10. Accessing online texts and information about authors.
Support for Word Fluency and Vocabulary Development
Online Practice Online Practice Online Vocabulary
for Letters and for Words and Tools
Sounds Meanings
Offers a motivating Helps students, Provides engaging
environment for especially those learning environments for
practicing foundational English as a second or students to learn and
reading skills, such as third language, connect interact with new
matching letters and words to visual cues and vocabulary, such as
sounds. meanings. Wordle, Wordsift, and
Thesaurus.
Support for Comprehension and Literacy Development
Digital Text
Allows more flexibility to
1
interact with text and scaffolds
emerging reading skills, such
as through eBooks and
interactive stories.
2 Supported Reading
Devices and software that read
words aloud, especially helpful
for struggling readers, such as
talking word processors.
Digital Storytelling 3
Engages students with
language and supports digital
literacy through the process
of using images and audio to
tell stories.
Support for Writing Instruction
Preparing to Write Encouraging Writing
Strategies like electronic outlining and Environments like story starters,
concept mapping help students blogs, and wikis provide support and
organize their thoughts before writing. modeling for good writing practices.
Revising and Editing Digital Publishing
Tools like interactive whiteboards and Giving students an authentic purpose
word processing features allow for and audience for their written work
more flexibility and modeling of the through digital publishing platforms.
editing process.
Support for Literature Learning
Online Texts Author Information Literary Analysis
Accessing free copies of Accessing online Using interactive
published works online, background information whiteboards and eReaders
such as on on authors, such as on to support visual
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Integrating Technology for Literacy Instruction
Engage Students
Utilize technology to create motivating and interactive learning
environments that engage students in literacy activities.
Support Learning
Leverage technology tools and resources to scaffold and support
students' literacy development, from foundational skills to
advanced analysis.
Empower Teachers
Provide teachers with the necessary training and resources to effectively
integrate technology into their literacy instruction and curriculum.
References
• Bates, AW (2005) Technology, e-learning and distance education. London: Routledge.
• Dudeney, G (2000 and 2007) The Internet and the language classroom. Cambridge: Cambridge University
Press
• Kern, R and Warschauer, M (2000) Network-based language teaching: concepts and practice. Cambridge:
Cambridge University Press.
• Motteram, G, Onat-Stelma, Z and Slaouti, D (2008) Technology in ELT: Survey report. Cambridge:
Cambridge University Press.
• Thorne, SL and Reinhardt, J (2008) ‘Bridging activities’, new media literacies, and advanced foreign
language proficiency. CALICO Journal 25/3: 558–572.
• Warschauer, M (2003) Demystifying the digital divide. Scientific American, 289/August: 42–47.
• Thomas, M, Reinders, H and Warschauer, M (2013) Contemporary computer assisted language learning.
London: Bloomsbury