ARTS2091 E-portfolio - Essay

February 1, 2014

Integration of Technology in English
The twenty-first century is full of digitally native students that are saturated with
image, print, sound, gesture and instant gratification (Carbone, 2011). Within the
current generation of digital natives, English as a subject area can be traditionally
defined as full of ink texts and paper (Carbone, 2011). Therefore, the integration of
technology into English is essential. It enables teachers can be more relatable with
the current technologically savvy generation and encourages them to embrace the
gadgets in exploring literature. This essay will explore the benefits of integrating
technology within the discipline area of English Advanced that can help improve
students reading and writing. These benefits include improvements in students
accountability, independence, motivation and increased appreciation of the
prescribed texts.

Gainer and Lapp (2012) conceptualized a theory called Literary Remix, which is a
process behind reading, comprehending and writing where connections would be
made with their own personal experiences with the experiences and knowledge
drawn from their prescribed text. This parallels with one of the major cognitive
themes behind educational psychology, where learning is a constructive process
that is built gradually with prior experiences (Bruning, Schraw and Norby, 2010).
Due to technologys strong prevalence within the current students personal, social
and historical contextual values, it is crucial to have pedagogical strategies that are
also relevant to them. Therefore, incorporating online research into classroom
activities can promote independence yet enables them to embrace their
technological skills which makes classroom activities more engaging for students.
For instance, the student can be given a task to research the character or composers
personal, social or historical contextual background through sites such as
History.com, YouTube, Encyclopedia, past newspaper articles, or scholarly journal
articles can strengthen the links between their prior knowledge yet and their
present knowledge of the text. With the help of online contextual research, students
are able understand the composers intentions or background further, by comparing
todays present postmodern context with their prescribed texts context which is
an essential skill to possess for the English Advanced syllabus outcome (Board of
Studies, 2010). Through obtaining a deeper understanding of their prescribed texts
contextual background, in relation to their own, their appreciation of the text is
likely to increase which is also another syllabus outcome for the subject (Board of
Studies, 2010).

Bruce (1998) argues that twenty first century students should learn technology,
learn through technology and learn about technology. Pope (1999) also stresses a
similar notion, where teacher educators, as well as students need to be critical
consumers of technology, to be thoughtful users who question, reflect and refract.
The English Advanced curriculum requires students to demonstrate the ability of
having critical insight into the given prescribed texts (Board of Studies, 2010). Thus,
incorporating technology can be a great way to exercise their critical insight as it
broadens different possibilities and exemplifies diversity. For instance, Pope
explains how thorough online research on their prescribed texts can provide
diverse experiences and perspectives, which causes students to consider the
variables in their class assignments. This would result in students to develop the
ARTS2091 E-portfolio - Essay
February 1, 2014

skill of gathering information, analyzing information and creating their own insight
upon what they have found. Pope (1999) claims that through doing this; students
participate in, actively and directly in their own education. Through online research,
they are also able to see their prescribed texts in multiple formats such the film
version or the play version. Seeing their prescribed texts in multiple forms promotes
diversity and also exemplifies to students the significance of form and its role in the
effectiveness of a composers message which parallels once again, to the Board of
Studies syllabus outcomes for English Advanced (Board of Studies, 2010).

Carbone (2011) also acknowledged that twenty first century students are also
known as millennial learners where they constantly rely on technology for
communication and interaction outside of the classroom. This emphasizes the
importance of promoting social interaction within classroom activities to maintain
their engagement. Students traditionally revise and refine their understanding of
prescribed texts; readings or English skills by individually completing pass papers
or assignments regarding essay writing or creative writing followed by a class
discussion. However, there are many social yet educational sites provided online
that can increase the accountability between a student and their progress with their
teacher. For example, Google docs is a great site for creative writing practice exams
where students can type and teachers can also document what they are writing live.
As everything is saved instantly on this website that is similar to Microsoft word,
teachers are able to precisely highlight, underline or comment on certain extracts of
their writing. This further provides consistent interaction with their students
which maintains the engagement of the activity, boosting the students motivation to
improve on what they are lacking, as it is clearly identified through the document.
Google drive is also a great place for English group assignments, as students can
sync their notes or even complete assignments online at the same time. Other great
examples of sites that encourage educational social interaction include Subtext is
another great technological app that is especially designed for online classroom
discussions or assessments (Stern, 2012). On this site, Stern (2012) describes that
teachers can create assessments that appear in line with the relevant text, [which is
perfect for comprehension] whilst students [can gladly] sync their notes, organize
their relevant content and share book reviews. Overall, this increases accountability
between students and teachers, further stimulating social interaction and
convenience for outside of the classroom situations like giving feedback on
homework and assessments. Convenient access to well documented feedback,
incorporated with social interaction maintains accountability, resulting in consistent
engagement with students and their progress.

Conclusively, integration of technology is indeed a great way to engage todays students, as
they are digital natives. Teachers must understand the importance that digital natives like the
current generation of students; rely heavily on technology and their ability to socially interact.
Particularly for heavy theoretical subjects like English Advanced, an initial educator should
constantly strive to integrate technology with their pedagogical methods. Researching online
or establishing online discussions promotes accountability, boosts motivation, maintains
engagement, encourages diversity yet also stimulates independence. Through this, it does not
elleviate the burden of a teachers responsibility but also supports students in their ability to
critically provide insight and form their own appreciation of the text.
ARTS2091 E-portfolio - Essay
February 1, 2014



References
1. Because You Asked: How Tech Can Transform
English/Language Arts Class from Good to Great |
EdSurge News. (2012). Retrieved from
https://www.edsurge.com/n/because-you-asked-how-tech-
can-transform-english-language-arts-class-from-good-to-
great

2. Bruning, R. H., Schraw, G. J., & Norby, M. M. (2011).
Cognitive psychology and instruction. Boston, MA: Allyn
& Bacon/Pearson.

3. CITE Journal Article. (1999). Retrieved from
http://www.citejournal.org/vol1/iss1/currentissues/english/
article1.htm

4. English Standard and Advanced - Board of Studies NSW.
(n.d.). Retrieved from
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/englis
h-std-adv.html

5. Gainer, J.S. & Lapp, D. (2010). Remixing old and new
literacies = motivated students. English Journal, 100.1,
58-64.

6. Incorporating Technology into the Modern English Language
Arts Classroom - Student Pulse. (2011). Retrieved from
http://www.studentpulse.com/articles/364/incorporating-
technology-into-the-modern-english-language-arts-classroom