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Integration of Technology in English and Language Arts

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Kimberly Jenni

on 29 October 2013

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Transcript of Integration of Technology in English and Language Arts

Integration of Technology in English
and Language Arts

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Integration of Technology in English and Language Arts
Issues with Integration of Technology in English & L.A.
Integration of Technology in English & L.A.
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Let's begin with...
Equity and Diversity: Teachers must be knowledgeable about and sensitive to the equity and diversity issues presented when in relation to their schools –or students–available access to technology. Let’s face it, technological advances are not cheap; often times we have to pay a pretty penny in order to gain access to the high speed internet, up-to-date computers or software and other wide varieties of gadgets which the television commercials insist are a “must have”. With that being said, English teachers must keep in mind that all students must have an equal opportunity regardless of gender, ethnic, socioeconomic, or linguistic backgrounds. It is in the teachers’ best interest to discuss the issue of equity and diversity with his/her students and once there is some sort of understanding about the availability to technology –and further a student’s technological expertise-then the teacher can plan their lessons accordingly. All in all, this issue could be combated through open communication with the students and a basic understanding of the hurdles he/she must overcome in order to assure each student has an equal opportunity when transitioning into the classroom of the future.

Issues with Integration of Technology
in English & L.A.
While integrating technology in English & Language arts has many perks, and positive development factors, it could also present some issues. There are five (5) main issues presented in today's society, those having to do with : (1) Equity and Diversity, (2) Professional Development, (3) Web Based Writing and Publishing, (4) Developing an Ethical Stance, and (5) Making Connections. Let's go over these isssues
Next,
Professional Development: Purposeful integration of curriculum and content should be one of upmost priority as opposed to the current system which puts and emphasis on technical operation. In our opinion, while technological operation is a necessity, it is more valuable to train teachers on the emerging advances available and how they can incorporate these into their curriculum while leaving the technical operations to support staff. By scheduling alternative times for professional development programs, it is more likely that the attendance turn out will be much greater and the integration would happen quicker.
Moving on,
Web Based Writing and Publishing: The overlap of web based writing and publishing are fundamental stances which must be addressed with students. We live in a world where there are smart phones, autocorrect and “text-talk” –a term for the acceptable shortcuts used to chat via text message with friends (e.g. “Lol” short for laughing out loud, “omg” short for oh my god, “cyl” short for see you later). Research shows that there is a direct correlation between the number of incoming/outgoing text messages which utilize this sort of short hand and scores on standardized testing. If teachers can find a way to bridge the gap between text talk and formal writing, they can encourage their students to publish their work digitally; this is not limited to creative writing and can also include participating in e-discussions.
Also,
Developing an Ethical Stance: The main focus of this issue is how can English teachers create an ethical stance for their budding writers? The answer is quite simple really; if the teacher dedicates his/her time to discussing relative legal issues and ramifications in a way where the student is motivated to learn about the topic at hand, chances are that the child –or teen-will gain a better understanding of what it means to be digitally ethical. While assisting his/her students in developing an ethical stance, the teacher should discuss proper citation format, how to access which web publications are reliable sources for information, how to spot out a bias, touch upon fair use and intellectual property, incorporate privacy practices and last but not least, allow room for creative growth and collaboration. Also, while it is a subject that is rarely touched upon, it is strongly encouraged for the teacher to provide some sort of guidelines for proper netiquette –a term used for basic etiquette on the web. Students who practice proper netiquette can more than likely carry over the “lesson” and apply it to real word situations. All of these in conjunction with proper netiquette can allow the student to grow ethically and be a considerate writer.

And finally,
Making Connections: Lastly, the most important issue by far is allowing digital platforms to work hand in hand with print platforms –as opposed to the ideology that print media should be obsolete. What does this mean for the English Educator? Simply put, the educator should adjust pedagogical styles by incorporating digital instruction while making connections to the traditional print styles. An example of this can be taught in a poetry lesson where the instructor asks the student to search for, analyze and create a poem involving each form of media outlet. There is a vast array of technological advances available “at the click of a button” so to speak –some examples include weblogs, wikis, and databases such as Google –which can work hand in hand with digital sources so long as the student understands how print media and digital media compliment one another.
Now that we have touched upon the various issues which affect technology integration into English/Language Arts Instruction, we will provide an introduction and  briefly discuss  what types of instructional materials are currently available. Some of the materials which have been mentioned below are rather common and often used for leisure -as well as formal instruction- while others are emerging platforms which are not so common as of yet.

Twitter: A microblogging and social networking service which enables registered users to read and send out “tweets” -a short burst of inconsequential information. This site allows users to use the hashtag feature in order to connect to other mediums of information. When in relation to English and Language Arts, the hashtags can be key assets in classroom instruction by allowing students to search for  tweeted poems for example.
YouTube: A video-sharing website where users can upload, view and share videos. This site allows a teacher to use visual stimulants to solidify a lesson and arguably students remember materials which have a video attachment much more often as opposed to the traditional methods of instruction.
Internet/Google/Google Docs: A platform which specializes in information searching and cloud computing -for those who are not familiar with cloud computing, it is a term given to the type of computing which allows information to be stored in an invisible digital cloud. These three are valuable in English instruction because they are essentially the stepping stones for the digital world. In other words, anybody who is anybody knows how to use the internet, search for information through Google and send digital-editable- documents via email in the form of a Google doc.
iFakeText: An online generator which has been created to appear like a text messaging application. Students could use this visually engaging tool at all grade levels to work on their development of dialog. Further, it could also be a powerful tool for modeling digital citizenship and media literacy, as students could share their fake texts and analyze them for context, meaning, language, and vocabulary.
Prezi/Glogster: These two platforms are visually engaging, interactive presentation creation sites which allow its users a little room for creativity and if need be cooperative learning. Both of these sites offer a “fun” way to enhance lessons -or student projects respectively.
Effective Ways in which Technology Can Be Integrated
into English and L.A. Instruction
GifBoom -This is a smart phone application which allows its users to create a personalized slideshow by incorporating camera roll pictures and editing various aspects of the show; users can select presentation speed, filters for the pictures, frames, enhance video quality etc. When in relation to English and Language Arts, the possibilities are endless; however, currently,  the most popular use is for teaching rudimentary vocabulary to elementary students.
Graphite/Pinterest: These are websites where teachers can connect with other teachers and find useful lessons plans relevant to their study area and in the case of Graphite, teachers can rate the particular lesson plans and make recommendations.

Animoto/Little Bird Tales/iMovie/YouTubeEditor: These are all prime examples of video creation services-online and mobile-that make it easy and fun for anyone to create and share videos using their own pictures, video clips, words and music.
Ebooks/Ereaders/Pdf Reader/Tablets: These are some of the various available gadgets which can be pretty costly but very useful nonetheless. Ebooks and readers such as the ones offered by Amazon (Kindle) or Barnes and Noble (Nook) provide the users with a digital representation of a particular assigned reading material -or perhaps in some cases the classroom textbook-and further because they offer internet access, users could search for the definition of a word which they do not know right at the touch of a button.
Webquest: An inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites. Can be used to give/make/use assignments.
Integration of Technology in English & L.A.
Effective Ways in which Technology Can Be Integrated into English & L.A. Instruction
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Knowing instructional activities is vital when you are a teacher, and knowing how to apply them in English and Language Arts is important just the same. Those were the two things that were taught to aspiring English teachers before, now in this digital generation it’s those two things, along with having to integrate technology into their instructional activities. We have spoken about effective ways technology can be integrated into an English and language arts classroom along with some tools that can be used. In this section we will discuss on how those tools can be used within English and language arts classrooms.
Twitter: It can be used to share links, resources, events, authors, work, assignments, and have discussions. Providing a special hash tag for your class allows teachers and students to communicate effectively, and be up-to-date. It can also be used to do assignments for example: Students are to choose one author that they love, and write a brief sentence on why they chose them including the specific hash tag we have for the class, as well as add #favoriteauthor to it. Once you have completed on doing that, you are then respond to two (2) other classmates.

YouTube: It contains informational videos on English and language arts. This can be incorporated into a classroom by showing students videos that have to do with the lesson plan/activity, and of course it is only used when necessary. An example is: Showing a video to students on how to write MLA and/or APA style.

Prezi/Glogster: It is used to present projects related to English and language arts. Ex: Students must research an author and create a presentation that elaborates on his/her biography as well as what the students’ think are the main things we should know about them.

Internet/Google/Google Docs: It can be used to search for information related to English and language arts. This can be integrated into an English classroom in numerous of ways. Using the example from Prezi/Glogster, the student is assigned to research an author and the way that they will find the information will be through the use of Google or the Internet. Most importantly when it comes to the Internet, all the resources provided online, including Google would not be able to function without the Internet. Lastly, Google Docs -an interactive online document editing program-can prove to be instrumental in classroom in the sense that students can create a document for a group project and work in conjunction at each persons own convenience.
iFakeText: A fake text messaging app that allows you to create a text message that you are allowed to edit and choose what you want on it. Students could use this tool at all grade levels to work on their development of dialog. It could also be a powerful tool for modeling digital citizenship and media literacy, as students could share their fake texts and analyze them for context, meaning, language, and vocabulary.
Animoto/Little Bird Tales/iMovie/YouTubeEditor: These are video creation services (online and mobile) that make it easy and fun for anyone to create and share videos using their own pictures, video clips, words and music. This can be used for example by having students create digital stories, record play scripts, or even create videos depending on the assignment; it can be used in single or group projects.
GifBoom: This smart phone application allows its users to create a personalized slideshow by incorporating camera roll pictures and editing various aspects of the show; users can select presentation speed, filters for the pictures, frames, enhance video quality etc. When in relation to English and Language Arts, the possibilities are endless; however, currently,  the most popular use is for teaching rudimentary vocabulary to elementary students.
eBooks/eReaders/PDF Reader/Tablets: The Internet allows us to connect and access to free books online. Some books are even available on tablets, iPads, smartphones, and other electronics. This is useful in a English classroom because instead of having students carry a bunch of books, they are able to just have what we call e-book(s) (electronic book) that allow students to have multiple books in one place. Also, most books/reading material found online are free for public use (see www.gutenberg.org for more information), and can be shared with your students, example: A teacher finds a website with a book on Edgar Allen Poe, which relates to what is being covered in class about poems, they can now use that book to help teach or have students read, and it can be shared.

Projectors: This is used too display information, or create interactive learning. Projectors help English classrooms because they allow teachers to be able to show their information, give presentations, show videos, and share notes. An example would be that a teacher wants to use a PowerPoint, and then a video to talk about Metaphors, and Similes for their class, they know they are able to because of the projection they have in class.
Webquest: is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites. Can be used to give/make/use assignments. This can be used in a English classroom to better present, and outline technological assignments.
Graphite/Pinterest: While these two websites can be considered instrumental and exclusively included in this presentation for the educators, with a bit of creativity, these two sites can be used by students as well. In the case of Graphite, teachers can ask the students to search through the website, find a lesson which is credible, age appropriate and interesting to them to share with the classroom-at that point the students can vote on what lessons they want to participate in and the teacher could then go about incorporating their wishes into the curriculum. Now for Pinterest it is a little different because students can create a Pinterest account, the professor can create a group board and classmates can pin and repin from one another. In a sample assignment, the professor could instruct the students to find relevant articles about the harlem renaissance and research some literary figures who are products of the renaissance.

Instructional Activities that Integrate Technology into English & L. A. Classrooms
Instructional Activities that Integrate Technology into English & Language Arts classrooms
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Instructional Activities that Integrate Technology into
English & L.A. classrooms
Integration of Technology in English & L.A.
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Resources for Teachers and Students:
8 Steps To Great Digital Storytelling. (n.d.). Edudemic. Retrieved October 28, 2013, from http://www.edudemic.com/8-steps-to-great-digital-storytelling/

CITE Journal - Language Arts. (n.d.). CITE Journal - Language Arts. Retrieved October 28, 2013, from http://www.citejournal.org/vol5/iss3/languagearts/article1.cfm

EdTechTeacher. (n.d.). Innovative Projects & Lessons. Retrieved October 28, 2013, from http://www.edtechteacher.org/index.php/teaching-technology/innovative-projects-lessons

Edutech for Teachers » Blog Archive » Making It Real with iFakeText. (n.d.). Edutech for Teachers RSS. Retrieved October 28, 2013, from http://edutech4teachers.edublogs.org/2013/02/16/ifaketext/

Mass Communication and Journalism. (n.d.). A Relationship between Text Message Volume and Formal Writing Performance on the SAT. Retrieved October 28, 2013, from http://www.omicsgroup.org/journals/communication-as-a-social-process-2165-7912.1000e125.pdf

Text Messaging in Class May Affect College Students' Learning. (2012, April 4). ScienceDaily. Retrieved October 28, 2013, from http://www.sciencedaily.com/releases/2012/04/120404101822.htm

Wikipedia. (n.d.). Wikipedia. Retrieved October 24, 2013, from http://www.wikipedia.org

YouTube. (n.d.). YouTube. Retrieved October 28, 2013, from http://www.youtube.com/

References
http://www.edudemic.com/50-education-technology-tools-every-teacher-should-know-about/
http://www.glencoe.com/sec/teachingtoday/subject/int_tech_lit_la.phtml
http://www.teachthought.com/technology/five-ways-students-use-technology-in-the-classroom/
The End
By: Jennifer Vasallo & Kimberly Sanchez
Conclusion to the Integration of Technology
in English & L.A.
Integration of Technology in English & L.A.
Conclusion to Integration of Technology in English & L.A.
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Full transcript