2. TEACHING AND LEARNING WITH TECHNOLOGY IN ENGLISH AND LANGUAGE ARTS INSTRUCTION BY CHRISTEN BURKE

3. ISSUES AND PROBLEMS IN ENGLISH AND LANGUAGE ARTS Reading, writing, and critically analyzing written communications are considered fundamental skills for literate people. Technologies have a lot to offer teachers as they assist their students in developing their skills.

4. TEACHERS’ RESPONSIBILITIES FOR THE “NEW LITERACIES” Digital literacy, referred to as “new literacy” or “media literacy”, is having skills in using information that technological devices carry, and skills in using those devices themselves. Digital literacy, referred to as “new literacy” or “media literacy”, is having skills in using information that technological devices carry, and skills in using those devices themselves. Information literacy, a set of abilities which require individuals to recognize when information is needed, and the ability to locate, evaluate, and use the information needed effectively Information literacy, a set of abilities which require individuals to recognize when information is needed, and the ability to locate, evaluate, and use the information needed effectively

5. NEW INSTRUCTIONAL STRATEGIES New strategies to foster reading, and writing skills; students can make notes, and comments directly on what they are reading, and that helps them better comprehend the meaning. They can adjust font size, access built in dictionary to examine word meanings, and pronunciations, and use text-to-speech features to listen to, or re-read passages that are difficult. Also, strategies to build vocabulary skills. New strategies to foster reading, and writing skills; students can make notes, and comments directly on what they are reading, and that helps them better comprehend the meaning. They can adjust font size, access built in dictionary to examine word meanings, and pronunciations, and use text-to-speech features to listen to, or re-read passages that are difficult. Also, strategies to build vocabulary skills. Strategies requiring social interaction are much more contingent, than traditional literacies. Students becoming experts illustrates the power of people working together, and being that the classroom is no longer confined to a traditional classroom, new literacies demand a more social environment. Strategies requiring social interaction are much more contingent, than traditional literacies. Students becoming experts illustrates the power of people working together, and being that the classroom is no longer confined to a traditional classroom, new literacies demand a more social environment.

6. Challenges of working with diverse learners arise when working with students that are learning English as a second, or third language. Schools have more diverse student populations today than ever before creating classrooms that are richer, yet more complex, due to cultural, and linguistic diversity. Challenges of working with diverse learners arise when working with students that are learning English as a second, or third language. Schools have more diverse student populations today than ever before creating classrooms that are richer, yet more complex, due to cultural, and linguistic diversity. Challenges of motivating students to read, and write is an ongoing challenge, either for study, or for pleasure. The more students read, the better developed their language, and writing skills become over time. Challenges of motivating students to read, and write is an ongoing challenge, either for study, or for pleasure. The more students read, the better developed their language, and writing skills become over time.

7. ADAPTING FOR SPECIAL NEEDS For writing, students with disabilities may struggle in several English and Language Arts classrooms due to the emphasis on reading, and writing skills, which is a common deficit area for many students with disabilities. It is important to make sure the technology is appropriate to support each student’s literacy development. Providing a specialized word processor specifically designed with features that support poor writers would support diverse learners. For writing, students with disabilities may struggle in several English and Language Arts classrooms due to the emphasis on reading, and writing skills, which is a common deficit area for many students with disabilities. It is important to make sure the technology is appropriate to support each student’s literacy development. Providing a specialized word processor specifically designed with features that support poor writers would support diverse learners. For reading there are text-to-speech products that are useful, and allow students to listen to the information if they are struggling to read grade level content independently and fluently. For reading there are text-to-speech products that are useful, and allow students to listen to the information if they are struggling to read grade level content independently and fluently.

8. TECHNOLOGY INTEGRATION STRATEGIES FOR ENGLISH AND LANGUAGE ARTS SUPPORT FOR WORD FLUENCY AND VOCABULARY DEVELOPMENT SUPPORT FOR WORD FLUENCY AND VOCABULARY DEVELOPMENT Online practice in matching letters and sounds Online practice in matching letters and sounds Online practice in matching words with meanings Online practice in matching words with meanings Online tools to engage students in vocabulary learning Online tools to engage students in vocabulary learning SUPPORT FOR COMPREHENSION AND LITERACY DEVELOPMENT SUPPORT FOR COMPREHENSION AND LITERACY DEVELOPMENT Using digital text to encourage engaged reading Using digital text to encourage engaged reading Supported reading with software and portable assistive devices Supported reading with software and portable assistive devices Digital storytelling Digital storytelling

9. SUPPORT FOR WRITING INSTRUCTION SUPPORT FOR WRITING INSTRUCTION Strategies for preparing to write(pre-writing) Strategies for preparing to write(pre-writing) Strategies to encourage writing Strategies to encourage writing Using word processing to produce written drafts Using word processing to produce written drafts Modeling to support revising and editing written drafts Modeling to support revising and editing written drafts Providing feedback with grammar, spell-check, and thesaurus features Providing feedback with grammar, spell-check, and thesaurus features Providing feedback on student writing with editing tools Providing feedback on student writing with editing tools Digital publishing of student work Digital publishing of student work

10. TECH-PACK NEEDS AND CHALLENGES IN ENGLISH AND LANGUAGE ARTS Tech-PACK refers to knowing how and when to use technologies that help guide the development of reading and writing skills in all current digital formats Tech-PACK refers to knowing how and when to use technologies that help guide the development of reading and writing skills in all current digital formats A teacher exhibiting Tech-PACK considers how technology tools enhance and help accomplish the goals and objectives of writing A teacher exhibiting Tech-PACK considers how technology tools enhance and help accomplish the goals and objectives of writing A teacher thinking from the Tech-PACK perspective considers how having students use a digital medium, such as video, audio, or presentation software to tell stories helps address traditional and digital literacies A teacher thinking from the Tech-PACK perspective considers how having students use a digital medium, such as video, audio, or presentation software to tell stories helps address traditional and digital literacies Exhibiting appropriate levels of Tech-PACK presents several unique challenges to English and language arts teachers Exhibiting appropriate levels of Tech-PACK presents several unique challenges to English and language arts teachers

11. STRATEGIES FOR IMPROVING ONE’S Tech-PACK English and Language Arts Content Knowledge English and Language Arts Pedagogical Knowledge English and Language Arts Technological Knowledge STRATEGIES FOR IMPROVING Tech-PACK IN ENGLISH AND LANGUAGE ARTS Do I have the English/language arts content knowledge I need to assist my students in meeting the standards within my classroom Do I have the technological knowledge needed to teach the English/language arts content within my classroom Do I have the pedagogical knowledge needed to teach the English/language arts content within my classroom