The Proper Implementation of Technology into the English Language Arts Classroom
TECHNOLOGY IN THE ELA CLASSROOM
Keywords:Technology, ELA, English-Language Arts, High School, Screen Time, Drawbacks
Prior to 2020, technology was slowly being integrated into the classroom. Technology integration is expensive and because of this, schools with more funding were making the leap at more rapid rates than schools with less funding. In 2020, the Covid-19 pandemic hit and there was a heavy push for schools across the country to get laptops into the hands of every student. This pandemic gave students who previously did not have access to internet the opportunity to learn in a 1:1 laptop setting. With laptops in the hands of every student, kids are spending more time than ever before in front of screens. Now that every student has access to the technology, educators need to explore the dangers associated with its overuse and establish boundaries to create the most optimal learning environment.
Borup, J. (2016). Teacher perceptions of learner-learner engagement at a cyber high school. International Review of Research in Open & Distance Learning, 17(3), 231–250.
Gatens, B. P. (2018). The relationship between student participation in a 1:1 laptop initiative and academic achievement in a 9-12 upper middle class suburban New Jersey public school district [ProQuest Information & Learning]. Dissertation Abstracts International Section A: Humanities and Social Sciences, 79(4).
Handwriting vs typing: Is the pen still mightier than the keyboard? (2020, September 2). European Union News.
Hanimoglu, E. (2018). The impact technology has had on high school education over the years. World Journal of Education, 8(6), 96–106.
McGrail, E. (2007). Laptop technology and pedagogy in the English language arts classroom. Journal of Technology and Teacher Education, 15(1), 59–85.
Nworie, J. & Haughton, N. (2008). Good intentions and unanticipated effects: The unintended consequences of the application of technology in teaching and learning environments. TechTrends: Linking Research and Practice to Improve Learning, 52(5), 52–58.
Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E. & Moore, V. M. (2020). Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review. PLoS ONE, 15(9), 1–52. https://doi.org/10.1371/journal.pone.0237725
Tagsold, J. T. (2013). Why aren’t they paying attention to me? Strategies for preventing distraction in a 1:1 learning environment. Journal of Research in Education, 23(2), 126–145.
The Guardian (2014, December 16). Handwriting vs typing: Is the pen still mightier than the keyboard? https://www.theguardian.com/science/2014/dec/16/cognitive-benefits-handwriting-decline-typing