Supporting Teachers in Integrating Digital Technology Into Language Arts Instruction to Promote Literacy

Abstract

A systematic review of relevant literature was conducted to provide a source of information and practical guidelines for teachers and teacher educators to consider instructional methods for using digital tools in elementary language arts classrooms to promote literacy. Focal studies are highlighted to provide rich descriptions of practical uses and considerations of integrating digital tools into literacy instruction. The following nine digital tools are discussed to provide methods, affordances, and potential obstacles to their use: (a) wikis, (b) digital video production tools, (c) blog/online threaded discussion, (d) iPad apps, (e) digital games, (f) Kindle e-reader, (g) podcasts, (h) digital cartoon creator, and (i) e-mail. Barriers from the research for each tool are also discussed to provide a comprehensive resource Comments This article is from Journal of Digital Learning in Teacher Education AbstractA systematic review of relevant literature was conducted to provide a source of information and practical guidelines for teachers and teacher educators to consider instructional methods for using digital tools in elementary language arts classrooms to promote literacy. Focal studies are highlighted to provide rich descriptions of practical uses and considerations of integrating digital tools into literacy instruction. The following nine digital tools are discussed to provide methods, affordances, and potential obstacles to their use: (a) wikis, (b) digital video production tools, (c) blog/online threaded discussion, (d) iPad apps, (e) digital games, (f) Kindle e-reader, (g) podcasts, (h) digital cartoon creator, and (i) e-mail. Barriers from the research for each tool are also discussed to provide a comprehensive resource for teachers and teacher educators.

Augmented Reality for Early Language Learning: A Systematic Review of Augmented Reality Application Design, Instructional Strategies, and Evaluation Outcomes

“…Several reviews used a descriptive 4 or statistical approach 5 to systematically search, filter, and classify the empirical studies related to the use of computer-assisted tools in supporting language learning. Colwell and Hutchison (2015) presented a systematic review of 11 empirical studies on digital tools used in K-5 language arts classrooms published between 2000 and 2013. The review suggested a variety of digital tools (e.g., blog, iPad apps, online games) could be used together in the classroom to support children’s reading comprehension, discussion and collaborative learning.…”

Digital role-play in a secondary English language arts classroom

“…It is important to recognize that it can be complex for teachers to seamlessly incorporate digital technologies in classroom pedagogy (Shapley, Sheehan, Maloney, & Caranikas-Walker, 2010). Literacy teachers sense opportunities to connect students with digital technologies, yet teachers are not necessarily motivated to make this a routine experience (Colwell & Hutchison, 2015;Pytash, Ferdig, & Rasinski, 2013).…”

“…Further, administrators may not be tech savvy, nor see more promise than problem in students' uses of technologies, and therefore may not encourage staff to foster classroom digital practices (Ertmer & Ottenbreit-Leftwich, 2010;Purcell et al, 2012). Lastly, it is a reality of teachers' daily lives that they have few minutes in the school day to learn, practice, or plan with new technologies, and few support staff may be available to coach (Colwell & Hutchison, 2015).…”

“…My analysis of the unit underscores ways that students' digital role-play activities align with literacy reforms.Concluding, I further elaborate about the construction of a literature-based digital roleplay to help make visible for teachers some of the choices they might make to design their own. of a teacher's years of school experiences, it can be complicated to bring digital technologies to classroom work with students(Colwell & Hutchison, 2015; Pytash, Ferdig, & Rasinski, 2013). In the forward of Preparing Teachers to Teach Writing Using Technology (Pytash et al, 2013), scholar David Reinking points to the National Council of Teachers of English (NCTE) and its four position statements, four sets of guidelines, and 11 resolutions that recommend and promote teachers' use of digital technologies and digital spaces (p. xiii).…”

“…More classroom research is needed. Teacher and students' digital experiences are a significant part of English language arts and classroom examples offer useful insight for schools and scholars(Alvermann, 2010;Hicks & Turner, 2013;Jenkins & Kelley, 2013).There are an increasing number of scholars taking interest in this challenge Colwell and Hutchison (2015). offer a teaching guide to describe classroom instruction with blogs, e-mail, messages, video games, and digital games Jenkins and Kelley (2013),.…”