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"A Friend for the Language Arts: How Technology Can Enrich Reading and Writing Instruction," Stephen Marcus, Electronic School Online.

http://www.electronic-school.com/0198f4.html

Date of Study:

1998

Basis of Study:

The author describes how students can benefit from technology-rich reading and writing instruction, and recommends steps administrators can take to encourage their teachers to integrate technology in their classrooms.

Focus of Study:

Student Benefits

Students' "multiple intelligences" have more opportunities for suitable expression in multimedia and interactive documents. The linguistic intelligence traditionally valued in English/language arts settings can be enhanced and supported by students' additional talents with video, graphics, animation, music, painting, and dancing.
Students have greater opportunities for process- and project-based learning to engage their reading, writing, speaking, and listening skills. Technologies provide social centers that bring students together rather than isolate them.
Students can develop skills that will benefit them greatly at later stages in their education and in the working world. Understanding how to use new information sources efficiently and appropriately (including laserdiscs, CD-ROMs, the Internet, and the World Wide Web) will prepare students for the increasing dependence on such technologies in college and on the job.

Ways Administrators Can Encourage Technology Integration

Give your teachers opportunities to share their successes and problems with other teachers. They will soon discover how others have solved the same problems they are facing and can provide solutions that others have missed.
Give your teachers permission to make a reasonable number of mistakes. Change entails risk, and it's hard enough to take risks if you're worried about a punitive boss looking over your shoulder. Failure can lead to solutions, so consider placing a high value on "failing in interesting ways."
Help your teachers think of teaching with technology the same way they think of the writing process: prewriting, writing, and rewriting. Early attempts at combining technology with language arts can be considered drafts that require response, correction, rethinking, and revision. The key is to keep your goals in mind and to remind teachers they are involved in a process.
Reward your teachers for reading about new technology. Lots of publications are available for technology-using educators. And it's worthwhile remembering that sometimes the cheapest way to upgrade a system (hardware or software) is to read the manual.

Conclusions
The successful integration of technology into the language arts depends most on the people who use the tools-talented educators. As usual, they will be the ones who get the best out of the technology, the best out of their students, and the best out of themselves.

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