Plugging In: What Technology Brings to the English/Language Arts Classroom
Voices from the Middle Volume 11, Number 3, ISSN 1074-4762
Because the modern an age demands technological and visual literacies alongside strong skills in reading and writing, students must be effective communicators in order to succeed. In this article, the author argues that in order to prepare students for success outside of the classroom, a twelfth grader needs to do more than read at a twelfth grade level. The continued introduction of increasingly powerful technologies into classroom spaces means that educators must now learn how to choose the most efficient and effective tools for student learners. Different tools present unique capacities and, possibilities for learning that would not otherwise be available. Some are the wrong choice, offering little more than a black hole that absorbs precious instructional time, and teacher willingness to experiment the next time around. When educators are able to bring together the right tool with the right task, for the right student, the results are stunning. Kjader believes the trick is to be both open and critical, continually asking (and even demanding) why, how, and when. She also presents the idea that that learning does not lie within technology, but rather is a tool that helps to unlock the power and the promise of learning. Several ideas on how to integrate technology to the English and language arts classroom are provided.
Kajder, S. (2004). Plugging In: What Technology Brings to the English/Language Arts Classroom. Voices from the Middle, 11(3), 6-9.
Cited ByView References & Citations Map
John Sweeder, La Salle University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3762–3769
Melanie Shoffner, Purdue University, United States
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 4 (December 2007) pp. 245–255
Sara B. Kajder, University of Louisville, United States
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007) pp. 92–99
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