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.
Roblyer and Doering (2013) mention that predictive text software "alters the nature of the text generator process" (p. 270). It seems like these programs may make students feel more comfortable approaching the writing process if they find it similar to texting, which most students are very familiar and at ease doing. Very beneficial.
ReplyDeleteDoering, A. H.. & Roblyer, M.D. (2013) Integrating educational technology into teaching. Upper Saddle River, NJ: Pearson Education, Inc.
I feel that the disadvantages you list here are things that will be overcome naturally as time moves forward. People born and raised in this era are becoming adults and professionals; people less resistant to computer technology. As technology advances it will become more democratic as well; easier for anyone to understand. In time, those disadvantages may become non-issues.
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ReplyDeleteKurzeil (2001) makes an interesting point when he says, "An analysis of the history of technology shows that technological change is exponential, contrary to the common-sense “intuitive linear” view. So we won’t experience 100 years of progress in the 21st century — it will be more like 20,000 years of progress (at today’s rate). The “returns,” such as chip speed and cost-effectiveness, also increase exponentially. There’s even exponential growth in the rate of exponential growth." The next generation will become technologically obsolete faster than I have. What you feel proud of today, will be held in derision in ten years. This is the disadvantage that is most profound to those of us who haven chosen a career that is under rapid transition. Do you hear them, The next generation. "You use computers, really? We use holographic skull caps our parents equipped us with as infants. There is not anything you can tell us we do not already know. Who even makes computer parts anymore." There needs to be a balance, for a society with an accelerator and no brakes is a future traffic accident. So what are our breaking mechanism. We need to quit being so proud of the wheel chairs we are building and start learning to fly. We need people of great depth, not simply larger bandwidth. As Roblyer and Doering (2014) says, "To be informed citizens of an Information Society, teachers must be futurists." (p. 14-15).
ReplyDeleteReferences:
Roblyer, M.D., Doering, A.H. (2014). Integrating Educational Technology into Teaching. Essex, England: Pearson Education Limited.
Kurzweil, R.(2001, Mar. 7). The Law of Accelerating Returns.
http://www.kurzweilai.net/the-law-of-accelerating-returns