#13 Open Post--Technology in English and Language Arts Instruction

As an Accelerated Reading Instruction teacher, I particularly enjoyed this week's readings for the technology class I am taking.  The focus of the reading was technology in English and language arts instruction.  One of the main points of the chapter was the need for teachers to expand their definition of literacy.  Teachers need to shift their conception of literacy from the traditional definitions to new literacies that will help students use and benefit from the information and communication technologies (ICT) that are continuously emerging.  Because of these new literacies, there is a need for new instructional practices.  The International Reading Association (IRA) published a position statement in 2001 that clearly states what literacy teachers need to know about integrating technology into the curriculum.  According to the IRA, students have the right to:

• Teachers who are skilled in the effective use of technology for teaching and learning,
• A literacy curriculum that integrates the new literacies of technology into instructional programs,
• Instruction that develops the critical literacies essential to effective information use,
• Assessment practices in literacy that include reading and writing with technology tools,
• Opportunities to learn safe and responsible use of information and communication technologies, and
• Equal access to technology.

As a recently certified Master Reading Teacher, I am failing miserably in these areas!  I am wondering why more emphasis is not placed on technology during teacher preparation or school/university programs?  This position statement by the IRA is now almost eight years old.  I received my MRT two years ago, and the integration of technology was not a component of the certification.  I am expanding my own professional growth by taking courses, but what about the teachers that are not?  For this reason, another contributing factor is teachers not receiving continued and systematic technology professional development.  As a result, the burden falls on teachers to take responsibility to learn how to integrate ICT effectively into the curriculum. 

The good news is that the most creative and prolific array of strategies and applications for enhancing teaching with technology is found in English and language arts!  I am amazed by the vast array of technology that is available to support English and language arts instruction.  As a teacher who works primarily with struggling students, motivation to read is an ongoing challenge.  The websites and teaching ideas that were presented in the chapter are motivating me to implement more technology into my teaching.  Hopefully my enthusiasm and motivation will "rub-off" onto my students as we explore the new literacies of English and language arts.