integrating technology into the english language arts...

Running Head: INTEGRATING TECHNOLOGY 1

Integrating Technology into the English Language Arts Classroom

Abigail Smith

State University of New York College at Oneonta

INTEGRATING TECHNOLOGY 2

Abstract

The use of technology has many advantages and disadvantages in the classroom.

When used correctly, technology can help address national and state standards as well as

help students with specific needs. Technology is important to use and incorporate into

daily lessons. In this paper, it is described how technology can be incorporated into an

English Language Arts classroom and how it can help increase abilities in special needs

students.

Key words: technology, integration


Integrating Technology into the English Language Arts Classroom

Introduction

Technology allows students to become engaged, critical thinkers, and digital

learners. It is necessary for all teachers to consider the use of technology in any subject

area to help aid in meeting the needs of all different types of learners. Technology can be

a wonderful tool in the classroom when used correctly. Of course, technology does have

disadvantages but these disadvantages can mostly be overcome with the use of practice

and flexibility.

Instructional Design Considerations. When integrating technology into lessons,

there are many aspects to consider. For example, one major aspect of how to include

technology into lessons is considering what technology is available to students and when

it is available. In some schools, computer labs are available for teacher and student use

but only when a teacher signs up to use it. Therefore, it is necessary to strategically plan

when to integrate technology. For the lesson plan, the teacher needed to decide when it

would be best to use the library computer lab. The teacher had to think about what

students already know how to do on the computer and what students need specific

instruction on. For this lesson, the students already knew how to use the two specific

resources. Therefore, the teacher did not have to plan time to teach the material. The

teacher also considered how each activity would relate to state and technology standards.

Since students are using a timeline and toondoo to analyze character development, the

students are addressing how a character develops over the course of the text. The students

are using technology to help them be creative and create a product to communicate


effectively with their peers. It is important when planning how to integrate technology,

that a teacher looks at the technology standards for students to make sure students are

using technology appropriately and for the right reasons.

Advantages with technology integration. One of the major advantages with

technology is how accessible it is: “Teachers and students alike can be miles apart…and

they can share, collaborate, and create information with the touch of a keyboard, click of

the mouse, or via video…” (Thiele, Mai, & Post, 2014). Therefore, if a student is absent

from school that student could be able to easily access what the student missed as long as

the student has technology at home. Another advantage to using technology in the

classroom is realizing all of the amazing applications it has to offer. For example, Web

2.0 includes websites that allow the ability for students to interact through different

forums like wikis, social media, and blogs. (Thiele, Mai, & Post, 2014). Web 2.0

strategies will help students stay engaged and interested in their learning. During this

lesson, the teacher used different Web 2.0 applications to make sure students are staying

engaged with the material and are excited to learn.

Disadvantages to technology integration. With technology, one of the major

disadvantages is how expensive it is. Some schools cannot afford different types of

technology. Therefore, the only technology may be computer labs and it can be a hassle

for teachers to be able to use and sign out the computer labs when they need to. Another

major disadvantage to technology integration is insuring that students are staying on task.

With technology, it can be easy for students to become distracted and to stay off task

because of the freedom technology can grant students with. The last disadvantage to

technology integration is the lack of student and teacher knowledge with different tools


technology has to offer. Teachers must be sure that they are knowledgeable about the

sites and resources they want students to use: “When faculty struggle with

technology…faculty and student alike can become unsatisfied with the teaching and

learning process” (Thiele, Mai, & Post, 2014). Therefore, teachers need to be sure to take

the extra time to become familiar with technology and the resources provided. For this

lesson, the teacher made sure she would be able to help any students who are having

trouble with toondoo and timeline. The teacher also knew she would have to carefully

watch students in the computer lab to make sure they stay on task.

Student Empowerment

English Language Learners. One specific way technology can help improve

lessons for English Language Learners is that the students can create their own podcasts:

“Podcasting is an extremely engaging way to get students involved in creating authentic

media that both helps them to practice and refine their English Language skills as well as

to get them involved in learning a 21st century skill” (Gustad, 2014). When discussed

with a peer on how to integrate podcasts into the classroom, we thought it was best to

have students record themselves using Audacity. Then, the students could upload their

podcasts to www.blogger.com and create a journal for English class. Podcasts are an

appropriate way to help ELL develop their speaking and reading skills. For the activity in

the lesson, the teacher thought it would be most appropriate for students to be able to

brainstorm in their native language and then translate their brainstorm when they had

more time.

Varied abilities. Students with visual impairments should use technology to help

assist them with their learning. According to Ajuwon, Kalene, Griffin-Shirley, and

http://www.blogger.com/


Okungu (2016), “In today’s educational practices, teachers of students with visual

impairments are required to demonstrate competencies in use of assistive technology so

they can adequately meet the diverse needs of their students.” Visual impaired students

should use assistive technology to help students better understand and comprehend

material. Assistive technology can aid in education because it can provide students with

larger text options, text to speech options, and even read text to students. Technology can

offer visually impaired students many opportunities to succeed in the classroom.

Socioeconomic considerations. While implementing technology into the

classroom, a teacher must be conscious of socioeconomic factors. For example, there is a

digital divide for all students: “poor and minority families in the United States are less

likely to have access to a computer and broadband Internet connection at home and less

likely to have the necessary skills and knowledge to meaningfully use these resources”

(Ritzhaupt, Feng, Dawson, & Barron, 2013). Therefore, teachers need to be conscious

about what they assume students know because sometimes students may not know how

to use the basics of technology. Therefore, teachers should not assume that students know

how to use technology without teaching it first. Also, to assign homework to students that

has to do with technology is not always the best idea since many students might not have

access to technology at home.

Recommendations for equitable access. Before assigning students work that has

to use technology, a teacher should take the time to teach how to use that specific

technology or resource. Teachers should begin at the basics. We cannot assume just

because these students are growing up in a digital world that they know how to use a

computer and all its software. Then, this will help all students learn equally because no


student will feel left out or behind when they do not know how to use a specific software.

Teachers should also only use technology when they know students will have access to it.

Teachers should also consider how to engage students with technology outside of the

classroom. Having students research information on the internet for extra credit may be a

great way to help students become familiar with technology.

Plan feedback. An English teacher who has been teaching for two years reviewed

the lesson plan and discussed possible ways to integrate technology. The peer thought the

lesson included many positive strategies to include technology into the lesson. The peer

discussed why it was important for students to use technology rather than simply draw a

cartoon on paper. The peer thought the technology aspect would ensure that all students

spent time on being creative and focus more on what the objective has to offer rather than

how great they can draw. This clearly addresses the national reading standard because

students are truly analyzing a character and how they developed over the course of the

play. If students were simply drawing the cartoon, they may focus more on other aspects

of it rather than the main objective. To create a timeline on the computer, the peer

thought it was interesting approach. The peer always used a paper timeline and had

students glue appropriate events to where they should be. However, the peer thought

using a computer to complete the activity was more engaging because the students were

in control with how their timeline looked and it also helps meet the technology standards.

These two strategies to incorporate technology also help with critical thinking and

keeping students engaged.

Summary


Integrating technology into an English Language Arts classroom is not only

important but necessary to help engage students and keep them interested. It is argued

that technology can be distracting to some students in the classroom. Therefore, teachers

need to ensure they set strict rules when using technology to help students stay focused.

Technology can also help students with disabilities and increase motivation and

achievement.


References

Ajuwon, P. M., Kalene Meeks, M., Griffin-Shirley, N., & Okungu, P. A. (2016).

Reflections of Teachers of Visually Impaired Students on Their Assistive

Technology Competencies. Journal Of Visual Impairment & Blindness, 110(2),

128-134 7p.

Gustad, A. R. (2014). The impact of technology tools on literacy motivation on

elementary school English language learners: podcasting in a 4th grade EAL

class. International Schools Journal, 34(1), 75-84.

Ritzhaupt, A. D., Feng, L., Dawson, K., & Barron, A. E. (2013). Differences in Student

Information and Communication Technology Literacy Based on Socio-Economic

Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools.

Journal Of Research On Technology In Education (International Society For

Technology In Education), 45(4), 291-307.

Thiele, A. K., Mai, J. A., & Post, S. (2014). The Student-Centered Classroom of the 21st

Century: Integrating Web 2.0 Applications and Other Technology to Actively

Engage Students. Journal Of Physical Therapy Education, 28(1), 80-93 14p.

INTEGRATING TECHNOLOGY A1

Appendix A

Lesson Plan, Strategies, and Resources

INTEGRATING TECHNOLOGY 1 A

Table 1. Title

Romeo and Juliet

Grade Level: ___9____ Subject: ______English_______ Date/Time: March 1-3, 7:30-8:12___

Overview & Purpose (What

will be learned and why it is

useful.)

Throughout the lessons, students will learn how to critically analyze a character from Romeo and

Juliet and discuss how that character has changed over a course of time. Analyzing a character is a

useful skill because students will be able to learn how to characterize different characters along with

be able to support their ideas with specific evidence from the text. These skills will help students

become critical readers and learn how to closely read and examine a text.

Education Standards

Addressed (The state/national

education standards that this

lesson satisfies.)

NYS (include content standard and subsections of it)

R.6-12.3: College and Career Readiness Anchor Standards for Reading, Key ideas and details,

analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Common Core (include content standard and subsections of it)

R.6-12.3: College and Career Readiness Anchor Standards for Reading, Key ideas and details,

analyze how and why individuals, events, and ideas develop and interact over the course of a text.

_____ elementary ___ Intermediate __X_ Commencement

ISTE*S (former NETS-S)

X 1. Creativity & Innovation X 4. Critical Thinking/Problem-Solving/Decision-

Making

X 2. Communication &

Collaboration

5. Digital Citizenship

3. Research & Information

Fluency

6. Technology Operations & Concepts

A


Objectives

(Specify skills/information that

will be learned.) Be sure to

include all 4 elements.

Lesson 1: Students will be able to examine a character’s development from Romeo and Juliet by

creating a timeline of their events throughout the play.

Lesson 2: Students will be able to analyze a character’s development from the beginning to the end of

the play by creating a comic strip on toondoo.

Lesson 3: Students will be able to explain how their cartoon analyzes the development of a character

by writing a paragraph.

Information/Content to be

covered

(Give and/or demonstrate

necessary information; for ex.

Outline of teacher notes)

Day 1: Students will be required to choose one character they would like to analyze from Romeo and

Juliet. The character must be approved by the teacher. The class will meet in the library computer lab.

The students will create a timeline of the character’s major events during the course of the play. In

order to create the timeline, the students will use the following website:

http://www.readwritethink.org/files/resources/interactives/timeline_2

Day 2: Students will be required to choose three major events that show the characteristics of their

character at the beginning, middle, and end of the play from their timeline. Once students pick their

three specific events, they will begin creating a comic strip based on those events. The class will meet

in the library computer lab to complete this assignment. In order to create a comic strip, students will

use www.toondoo.com Students already have log in information for this website. The students will be

required to create three different comic strips with the proper amount of frames for each. Each comic

strip will also include speech bubbles and/or captions to describe what is happening. The students

cannot use the text word for word, instead they have to paraphrase Romeo and Juliet in their own

words. The students will email their comic strips to their partner at the end of class. For homework,

students will review their partner’s comic strips and give feedback (If a student does not have internet

access at home, the student will have time to print out their partner’s cartoon at school).

Day 3: The students will meet with their partner and discuss what they noticed about their cartoons.

Students will continue working on their comic strips. At the end of the period, the students will need

to write a short blurb describing how their cartoon shows the development of their character

throughout the play.


http://www.toondoo.com/


Introductory Activity and

Procedures (include time

frames) as you provide details

be sure to include instructional

method(s)/strategies used.

Instructional Method(s):

Lecture Video/DVD

PowerPoint Computer

Presentation Outside speaker

Notes Field Trip

X Board work X Other (specify): Group Work

Details about this segment of lesson:

Lesson 1: 7:30-7:40 The students will sit in groups of three. The groups will be picked by the teacher.

In each group, the students will be responsible for brainstorming major events that happened in

Romeo and Juliet. The students will write down the major events in order on a separate sheet of paper.

After five minutes, the teacher will put all of the major events of Romeo and Juliet on the

SMARTboard projector. The students will write down any events that they missed and add it to their

papers.

Lesson 2: 7:30-7:35 The students will take out their timeline they created from yesterday. The

students will take the first five minutes of class to choose three events: one from the beginning of the

play, one from the middle of the play, and one from the end of the play. The students will need to

circle the events they want to focus on. The teacher will then explain that the students will be creating

a cartoon strip for each of the events they chose by using toondoo.com.

Lesson 3: 7:30-7:35 The students will meet with their partner from yesterday. The students will take

the first five minutes of class to review their notes with their peers. This is an important time because

the students will be able to clarify and correct anything with their comics that may be confusing.


Developmental Activity and

Procedures (include time

frames) as you provide details




Lecture Video/DVD

PowerPoint X Computer


X Notes Field Trip

Board work Other (specify):


Lesson 1: 7:40-8:10 The students will go to the library computer lab. The students will be required to

create a timeline of events of one character throughout the course of the play. The students will use

the paper of events and choose one character that they want to analyze. Once students know what

character they want to analyze, they will choose six major events that help develop that specific

character and put them in chronological order. Then, the students will be required to create a timeline

of their character’s major events on

http://www.readwritethink.org/files/resources/interactives/timeline_2 When the students are finished,

the students will print their timeline out and this will be used as a resource to help them develop their

comic strips.

Lesson 2: 7:35-8:07 Students will go to the library computer lab. The teacher will explain the

directions to the students. The teacher will ask students to log into their toondoo.com account. The

students already have accounts for the website and are already familiar with how to navigate and

create comic strips. Therefore, an explanation on how to use the site will not be necessary. The

teacher will explain for each event; the students will need to create a comic to analyze the character’s

development over the course of the text. The students will have the remainder of the class to work on

their comic strips. The students must paraphrase Romeo and Juliet and cannot use direct quotes in

their speech bubbles. The teacher will help and answer any questions the students might have. As the

students work, the teacher will walk around to make sure the students are on task and completing the

task correctly.

Lesson 3: 7:35-7:55 The students will go to the library computer lab to finish their cartoons. The

students will work for 20 minutes. The teacher will walk around to make sure the students are on task



and will answer any questions the students have. This time should be strictly used as a work period.


Concluding Activity

(Describe the

independent/concluding

activity to reinforce this

lesson) as you provide details




Lecture Video/DVD

PowerPoint X Computer


Notes Field Trip

Board work X Other (specify): Exit Ticket


Lesson 1: 8:10-8:12 For the last two minutes of class, students will complete an exit ticket to the

following question: “What character did you choose to analyze and what words would you use to

show their development throughout the course of the play?” This activity will be used as a check for

understanding to make sure each student is correctly completing the activity. The students will email

their answer to the teacher.

Lesson 2: 8:07- 8:12 For the last five minutes of class, the students will be asked to email their

cartoons to their partners. The teacher will have a list of partners displayed on the SMARTboard.

Their homework for the night is to review their peer’s comic strips and give feedback for their partner.

In order to email their cartoons, the students will need to use the snipping tool and save their cartoon

as a picture. Then, the students will send their cartoon to their partner as an attachment. The students

know how to use the snipping tool but may need extra help performing this activity.

Lesson 3: 7:55-8:12 The students will print out their cartoons when they are finished. The students

will need to defend their cartoons by explaining what character they chose and how that character

developed over the course of the text based on their three cartoons. The students will explain their

cartoons by writing a short paragraph on a separate sheet of paper. The students will staple all of their

materials and hand it in to the teacher.


Plans for students with

diverse needs

Identify specific students for

each of the following and how

it empowers each.

o ELL or ESL learners

o Varying abilities

(select specific ability

to address)

o Socioeconomic (SES)

Accommodations:

Seating Assignment notebook

Segmented assignments Test/quiz accommodations

Assignment length Peer tutor

Directions clarified Resource room

X Copy of teacher notes X Other (specify): iPad

Details about accommodations for student(s):

ESL learners will be allowed to brainstorm Romeo and Juliet in their native language. Then, the ESL

learners will be given a copy of the teacher’s notes to help students translate their brainstorm activity

to the notes provided. This will help the students because the brainstorm activity is a quick activity

and it will help students think about Romeo and Juliet rather than how to say a specific word in

English.

The student with visual impairment will use their personal iPad to use the speech to text option to help

the student complete the brainstorm activity. The student will also be able to use their iPad to help

create their comic strips. The student will be able to zoom in to see character choices, but will not be

able to draw speech bubbles. The 1:1 aide will be able to assist in creating the comic but the student

will tell the aide what the characters should say.

Socioeconomic factors are thought about when completing the lesson. The students already know how

to use the required materials because they were taught it before in this classroom. Therefore, the

teacher does not have to worry about students not knowing how to navigate the sites. If a student does

not finish their cartoon, it will not be homework. Instead, the teacher will allow students to stay after

school or work on it during a study hall. Since most student do not have technology access at home,

the teacher did not want students to have any homework when working on this project.


Alternative activities

(emergency plans/flexibility) If the computers do not work or the timeline or Toondoo is not accessible at this time, then the

students will draw and create their timeline and cartoon on paper. If the technology fails, the teacher

will have necessary materials ready like paper, crayons, markers, and colored pencils.

Evaluation/Verification

(Steps to check for student understanding which can but are not limited to assignments, in-class work, etc.)

Include links to the

objectives

Type of Assessment(s):

Homework check Review

Test/Quiz Presentation

Project Oral Responses

Participation X Observation

X Class work Other (specify)

Details & Connection to Objectives:

When students are in the computer lab, the teacher will observe the student’s behavior to make sure

they are not only on task but performing the task correctly. At the end of lesson one, the students will

complete an exit ticket and this will help the teacher know if the students have correctly identified a

character and discussed how that character has changed or developed. This connects to the objective

for lesson two because it is necessary that the teacher knows students are analyzing the development

of the character and not simply creating a story or summary of events.

At the end of lesson 3, the students have to defend their comic strip by explaining their reasoning for

how they know their character developed and why. This will help the teacher check for understanding

to see if the students understand the objective and how to critically analyze the development of a

character over the course of a text.

Materials Needed

Paper

Pencil

Others

Other Resources

Textbook :

Overheads (specify):

X Workbook/Handouts (specify): Handout to include directions for cartoon project and a list of

major events in Romeo and Juliet

x Multimedia Materials (specify): Toondoo


(e.g. Web, books, etc. be sure to include source information)

x Hands-on materials (specify): Computers

Reference materials (specify):

Other (specify):

Table 2. Methods and Strategies Alignment

Methods and Strategies State Standard Alignment Common Core Alignment ISTE-S Alignment

Toondoo R.3 Analyze how and why

individuals, events, and ideas

develop and interact over the

course of a text.

R.3 Analyze how and why

individuals, events, and ideas

develop and interact over the

course of a text.

1. Creativity and innovation

A. Apply existing knowledge

to generate new ideas,

products, or processes

Exit Ticket (Email) W.1 Write arguments to

support claims in an analysis

of substantive topics or texts,

using valid reasoning and

relevant and sufficient

evidence.

W.1 Write arguments to

support claims in an analysis

of substantive topics or texts,

using valid reasoning and

relevant and sufficient

evidence.

2. Communication and

collaboration

B. Communicate information

and ideas effectively to

multiple audiences using a

variety of media and formats.

Critical thinking R.5 Analyze the structure of R.5 Analyze the structure of 4. Critical thinking, problem


texts, including how specific

sentences, paragraphs, and

larger portions of the text

relate to each other and the

whole.

texts, including how specific

sentences, paragraphs, and

larger portions of the text

relate to each other and the

whole.

solving, and decision making

D. Use multiple processes and

diverse perspectives to

explore alternative solutions.


Table 3. Resource Suitability

Resource Resource Location

Suitable for Grade/Ability

Level

Blog www.blogger.com 4-12 /5.

Comments for Use (Standards)

National/Common Core: W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-

chosen details, and well-structured event sequences.

State: W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences.

ISTE-S: 2. Communication and Collaboration

A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Peer Conversation: Creating a blog could be an interesting way to help students write daily and use technology. It’s like allowing

students to have an online diary. The peer teacher thought the blog was a great way to encourage students to write, use technology,

and assist in meeting the needs of all students.

http://www.blogger.com/


Resource Resource Location

Suitable for Grade/Ability

Level

Timeline http://www.readwritethink.org/files/resources/interactives/timeline_2 4-12 5

Comments for Use (Standards)

National/Common Core: R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

State: R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

ISTE-S 4. Critical thinking, problem solving, and decision making

B. Plan and manage activities to develop a solution or complete a project.

The timeline is interesting to see done on the computer. The peer said she never used an online interactive timeline before and would

like to eventually try to use it in her own class. It would be simple for students to create a timeline on paper, but it would take more

creativity for students to be able to create one on a website.

Suitability is based on a five point likert scale: 5-very applicable, 4-applicable, 3-undecided, 2-possible use, 1-little use, 0-no use


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