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.
