Relative Advantage of Technology in ELA


Artifact Introduction: During our tenth week in Integrating Technology into the Classroom Curriculum, we were to review a serious of resources including the textbook Integrating Educational Technology into Teaching reflect on the advantages of utilizing technology in the classroom. We were then to apply this information to our own classroom and chosen content area (ELA) and reflect on the relative advantage of utilizing technology.


“The National Council of Teachers of English (NCTE) and International Reading Association (IRA) Standards for the English and Langauge Arts emphasize the importance of students having opportunities and resources to use technology to develop their language skills…” (Roblyer p. 263)

The Common Core State Standards clearly address the importance of technology implementation in English Language Arts.

“Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.” (Common Core 2010)

As Robyler states this is because Educational policy has begun to recognize how the internet is changing how people learn. Learning doesn’t merely refer to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught but it extends to how their brains are processing and organizing inforamation. A reason to use technology is because it increases student motivation, when you tell a student to go online and read an article it immediately become a more exciting task than opening up an encyclopedia. However, teaching students to be literate in language arts requires teaching students to be literate in technology. This is because “many readers are now doing the majority of their reading online.” (Serafini 2012) This is in reference to adults who did not grow up with the internet, the children whom we are educating will not know a world without it. Serafini goes on to say that teachers should teach readers to not only be literate of written text bt of multimodal text as navigators, interpreters, desginers, and interrogators. (Roblyer p. 263)

That being said, technology integration into the English Language Arts classroom supports many differerent areas. For word fluency and vocabulary development integrating technology offers increased motivation and engageing strategies. In reference to comprehension and literacy development it allows for more flexibility and increased interaction with text (as was noted above as necessary). It also allows for scaffolding that is often difficult to accomplish because of increased class sizes and/or lack of time or resources. Technology also helps support writng instruction by helping students organize their thoughts prior to beginning a writing task, providing models of good writing, and offering more flexibility to edit and revise while writing. The flexibility technology allows when writing is a great advantage over pencil/paper writing. Another benefit of technology in writing is that there is instant feedback for revision and editing purposes while writing that students do not receive when writing on paper. Technology allows for our students to share their learning to authentic audiences and gives them added purpose to grow and succeed.

According to the Office of Educational Research and Improvement using technology as a  tool for communicating with others allows students to take “an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast” (“Technology and Education Reform,” n.d.). This is what we want of twenty first century students, we want them to be active creators of their knowledge. Using technology in the English Language Arts classroom allows for students to take the drivers seat in their learning and interact in ways that will help them be continuous learners and drivers of their own education.



National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

Roblyer, M.D., (2016). Integrating Educational Technology into Teaching     (7th ed.). Boston: Pearson.

Technology and Education Reform. (n.d.). Retrieved April 04, 2016, from

Reflection of Learning/Standard Connection:  This assignment required me to really delve into the ELA curriculum and textbook to analyze the relative advantage of using technology in the ELA content on a regular basis.  I got the experience to really become familiar with the benefits and various uses of various tools in various areas.

  • AECT Standard 2.1 Creating: To write about the relative advantage of technology in the ELA classroom, I needed to apply content pedagogy to create and reflect upon appropriate applications of processes and technologies to improve learning and performance outcomes.
  • AECT Standard 2.2 Using: To write about the relative advantage of technology in the ELA classroom, I thought of ways to implement appropriate educational technologies and processes based on appropriate content pedagogy.
  • AECT Standard 2.3 Assessing/Evaluating: I demonstrated an inquiry process that assessed the adequacy of learning and evaluated the instruction and implementation of educational technologies and processes grounded in reflective practice while reflecting upon the relative advantage of technology in the fourth-grade ELA classroom setting.
  • AECT Standard 3.2 Using: In order to effectively reflect on the relative advantage of using technology in the fourth-grade ELA classroom, I needed to make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

About jasminequezada

I’m extremely lucky to call Boise Idaho, an outdoor haven of a beautiful little city, the place I call home. I teach 4th grade dual language. This means that I teach native English speakers, Spanish, and native Spanish speakers, English, by using both languages to teach the regular 4th grade curriculum to nine year old’s. I also have an extremely creative and inquisitive seven year old son who keeps me playing, laughing, and on my toes all day long, he is my favorite person. My boyfriend’s name is Victor and he is my partner in discovering the outdoors, which is why living in Boise is perfect for us! While I enjoy being outdoors, I also love technology and all of the doors it has opened to humanity to learn, grow, and evolve. This is why I consider it vital for myself as an educator to delve deeper into this technological world so I can continue to serve as a guide for my students, in their discovery of the world.

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