EDTECH 541: Obstacles to Technology Integration in the Language Arts

While technology has undeniably aided teaching, it has introduced a new set of obstacles to teaching language arts.  Digital and information literacies are new types of literacy that need to  be taught alongside traditional reading and writing.  Roblyer and Doering (2013) note that “like the definition of literacy itself, the definition of digital literacy has changed over the years and now means skills in using the information that technological devices carry, in addition to skills using the devices themselves” (p. 267).  English teachers now have the task of teaching students how to read and how to do it using modern technology.  The task of teaching technology is rarely acknowledged in language arts teaching.  We didn’t have to spend a lot of our time teaching students how to use a book; however, depending upon access to technology and parental teaching, students are at vastly different levels of experience when it comes to technology.  Now students are receEreaderiving information from technology sources like emails, instant messages, and blogs.  “Since teaching students to make meaning from texts is primarily seen as the responsibility of English and language arts teachers, these shifting definitions challenge teachers to constantly rethink the skills they teach in order to make their 21st century students truly literate”  (Roblyer and Doering, 2012, p. 268).

The other new literacy facing language arts teachers is known as information literacy, which is the skill that requires people to recognize when they need information and be able to find, evaluate, and use that information (Roblyer and Doering, 2012, p. 268).  Information literacy is primarily a research skill, which is generally seen as a task taught by English teachers.  So, the obstacle becomes teaching student how to know when they need outside research, where to locate reliable research, and how to write research papers.

The confrontation of new literacies is compounded by the usual obstacles to teaching with technology:  limited access to technology, restrictive administrations, and finances.  However, the new literacies themselves become great motivation and reasoning for incorporating more technology in the classroom.

English teachers can answer the problems of these new literacies by relying upon technology itself.  Using the very sources of information that students encounter will not only incorporate the technology but also teach students how to use the technology.  Blogs and wikis can easily be incorporated into learning activities that satisfy digital literacy.  Also, technology can be the best response to research-based assignments with the use of bookmarking sites like Diigo and Delicious.  Teaching students to use the internet to conduct research helps they cultivate information literacy and develop traditional research skills.

While technology has introduced a new set of challenges for teachers, technology also solves those challenges handily.  The main task is getting teachers to understand the new literacies and respond to them through integrating technology.

Resource:

Roblyer, M.D. & Doering, A.H. (2013). Integrating educational technology into teaching (6th ed.). Boston: Pearson.

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  1. November 23, 2012 at 10:43 am

    Very well written. I too believe there are many new obstacles, but there are so many more advantages. Having been an educator for 20 years, it has never been as important as it is right now to have an open mind and be willing to see education through different eyes. Bridging what we know with what we are learning.

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