Integrating Technology in English & Language Arts

Advantages of Integrating Technology

There are numerous advantages to integration technology into the English classroom. For instance, it can keep students interested for longer periods of time. The "time-saving aspect can keep students focused on a project much longer than they would with books and paper sources" (Huneycutt, 2013). It also helps to increase digital literacy, which requires students to be able to communicate ideas digitally and adds a social aspect to literary study (Roblyer & Doering, 2013, pp. 267-8). Students are not only learning to read and write. They are also learning to use technology that will benefit them in their future careers (Huneycutt, 2013).

Disadvantages of Integrating Technology

However, there are also some difficulties with integrating technology. Teachers and school leaders may resist change. According to Nagel (2013) there is a "lack of adequate, ongoing professional development for teachers who are required to integrate new technologies in their classrooms." Unfortunately, "the burden falls on the teachers' shoulders to take responsibility for learning how to integrate technologies effectively into the curriculum" (Roblyer & Doering, 2013, p. 271). Another problem, Nagel (2013) says, is that there's a gap between the vision of delivering personalized, differentiated instruction an the technologies available to make this possible." One solution to this issue could be the B.Y.O.D. program, which allows students access to a greater selection of technology.

Specific Activities, Programs, Etc.

There were several programs that I found useful. For example:

• Clicker5
• Co:Writer
• PixWriter
• Read, Write Gold

These programs work as word prediction software, as well as allowing students to select words through pictures and highlight and read text aloud. These functions allow them to "be used as a scaffold and support each student's literacy development (Roblyer & Doering, 2013, p. 270).

Some other useful programs are:

• Dragon Speech Recognition Software 
• iDictate

These "alter the nature of the text generator process and allow students to move into the revision phase of writing" (Roblyer & Doering, 2013, p. 270). Programs such as these are invaluable for students with learning disabilities or simply different learning styles. A teacher who is aware of these resources and ready to provide them will be much better equipped to provide help to all students in the class. This is one of many reasons why technological integration is essential in the English/Language Arts classroom. As Roblyer and Doering (2013) point out, "teachers who are in tune with the need for a revised definition of literacies can lead the way for new policies in schools, policies that embrace technology, rather than fear them (p. 271). 

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Doering, A. H.. & Roblyer, M.D. (2013) Integrating educational technology into teaching. Upper Saddle River, NJ: Pearson Education, Inc. 

Huneycutt, T. (2013, Oct. 8). Technology in the classroom: the benefits of blended learning. Retrieved from http://www.nms.org/Blog/TabId/58/PostId/188/technology-in-the-classroom-the-benefits-of-b

Nagel, D. (2013, June 4). 6 technology challenges facing education. Retrieved from http://thejournal.com/articles/2013/06/04/6-technology-challenges-facing-education.aspx. 

Using Hypermedia in the Classroom

Hypermedia tools are interactive and allow various kinds of media to be linked together. This, according to Roblyer and Doering (2013), allows students to “draw on such diverse tools that they offer something for students who excel in any [. . .] ‘intelligences’ (p. 176). One useful hypermedia tool is ABBYY FineReader, a type of Optical Charater Recognition software. It allows students to scan or use their smartphone to photograph text and convert it into a computer document. One of its key features is the option to have the device read the text aloud. It also makes any links into hyperlinks and allows students to search the text, highlight, and annotate (ABBYY FineReader Professional, Version 12; 2015).

While many students have eReaders which have similar functions, this software can also be used on handouts and printed excerpts supplied by the teacher. The ability to download it as an app makes it very accessible. The documents it creates are essentially a high school level interactive storybook, and “various studies have reported positive impact of interactive storybooks on children’s enjoyment of reading and development of reading skills” (Roblyer & Doering, 2013, p. 175). This product can make reading more enjoyable and more accessible to a variety of different learners. For example, it could be used in the classroom for students with learning disabilities, auditory learning styles, or simply for ease of use.

Another type of multimedia authoring that can be used in the classroom is video production. Not only can teachers produce videos for students to watch and learn, but students “often create videos that illustrate real-life examples of concepts they have learned” (Roblyer & Doering, 2013, p. 190). These videos can be taken on students' phones and iPads and edited with programs such as iMovie.

In an English classroom, these videos are often used as a way of creatively summarizing or re-interpreting readings covered in the classroom. This kind of project can increase students’ drive and enjoyment of a project. As Roblyer and Doering (2013) note: “Students who struggle to complete a project or term paper often will tackle a hypermedia project enthusiastically” (p. 176). The increased enjoyment also allows students to use more creative thinking, rather than creating “projects resembling glorified paper-based projects, essentially replication of existing materials (Roblyer & Doering, 2013, p. 185). Instead, they can make something interesting, amusing, or even innovative. The following video is an example of students illustrating material from a unit on Greek mythology. (As a note, from my work with high school students, I can confirm that this is a 100% accurate representation of the kind of media they tend to produce.)

This is only one use for video production hypermedia in the classroom, but it is one that students seem to particularly enjoy.

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References:

ABBYY, A.A. (2015). ABBYY FineReader Professional (Version 12) [Computer Software]. Retrieved February 11, 2015, from: http://finereader.abbyy.com/professional/full_feature_list/

Doering, A. H.. & Roblyer, M.D. (2013) Integrating educational technology into teaching. Upper Saddle River, NJ: Pearson Education, Inc.