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Technology in English Articles:
CONTENT AREA: Suspended Kids Log On to Web Class
GRADE LEVEL: High School
URL: http://www.detnews.com/2004/schools/0403/01/a02-78283.htm
For students on in-school suspension, keeping up with their class work has been nearly impossible. This article featuring Beverly Pearson’s high school English class in Coffeeville, Mississippi, showcases a web-based approach taken at this high school. As they take place, Pearson’s classes are transmitted on the Internet, allowing the suspended students to logon to a computer and not miss out on learning time.
CONTENT AREA: The Big Screen: Using a Data Projector to Teach Writing
GRADE LEVEL: High School
URL: http://iste.org/LL
John Brown, a teacher of vocational high school students, notes in this article how the computers in his English class are wired to a network connected to a data projector by a server so that the students’ writing appears on a big screen. The writing is viewable by the class for editing content, format, and grammar. Brown’s students keep their writing in electronic portfolios, a process he also describes here. A most helpful rubric for evaluating essays is given in the article as well.
CONTENT AREA: A Recipe for Reluctant Researchers: Blending Personal Narrative with Reading, Writing, and Arithmetic From Electronic Sources
GRADE LEVEL: Advanced Placement High School
URL: http://www.citejournal.org/vol2/iss3
Although Kathleen Crusie Mincie targets her article for the developmental college student, it serves as a valuable guideline for advanced placement high school English teachers who are preparing their students to write successfully in college by pointing out the requirements for college writing. She bases her preparatory instruction on utilizing the computer for word processing and for searching for source material, along with six other principles for the acquisition of research writing strategies indispensable to the advanced placement student.
CONTENT AREA: Beyond Technical Competence: Technologies in English Language Arts Teacher Education (A Response to Pope and Golub)
GRADE LEVEL: High School
URL: http://www.citejournal.org/vol2/iss4
As an extension of an earlier article, Preparing Tomorrow’s English Language Arts Teachers Today: Principles and Practices for Infusing Technology, by Carol A. Pope and Jeffrey N. Golub (www.citejournal.org/vol1/iss1) , Jonathan Bush discusses the rationale behind the integration of technology into teaching high school English in this article. He looks at how technology can be used most effectively and what, if any drawbacks, are inherent in its use pedagogically in the English classroom. By such an investigation, he aims at determining the reasons that make technologically-enhanced instruction an improvement over current non-electronic methodologies.
CONTENT AREA: See Jane Read—See Johnny Write: Electronic Books and Cross-Grade Experience
GRADE LEVEL: High School
URL: http://www.iste.org/LL
ANNOTATION: By giving her high school English students an assignment to work with second-graders at a distant location to create a children’s book, Lyn C. Howell describes in this article how she relied on technology to carry out this project. The result of word processing, email, and PowerPoint was to instruct the high school students in how to write for a specific audience and the second-grade children to use these technological tools.
Technology Integration Websites:
CONTENT AREA: The Literature, the Life, and Times of Edgar Allan Poe. . . In Baltimore and Beyond
GRADE LEVEL: High School
URL: http://knowingpoe.thinkport.org
As high school teachers well know, at some point they will be teaching Edgar Allan Poe. This site is a tremendous resource that shows how to integrate technology into a teaching unit. The site presents an interactive timeline with links to Poe’s life, literature, Maryland history, and Baltimore history. Teachers can use the Picture This link for students to click on images from the web site where they can practice the essential reading skill of seeing what they read in the mind’s eye as they envision the characters in action. As they read The Black Cat, the students access an interactive link to select the picture that, to them, depicts most clearly, the point in the story where they are reading. Thinkport also has a video component for audio narration of the text as a read-along function. After the story is finished, the students can print out the pictures they have selected and, as directed by the teacher, rewrite the story in their own words.
CONTENT AREA: Make It Happen! Integrating Technology
GRADE LEVEL: High School
URL: http://www.edc.org/FSC/MIH/integrate.html
The I-Search Unit web site offers a highly regarded strategy for teaching the research paper. To integrate technology into the writing process, the site has technology-based links for teachers to direct their students to as they learn how to write a research paper: a link for the Search Organizer, one for a computer simulation to give students practice in deriving theses from life-like situations, one for a database program that builds an organized data bank from which trends and relationships can be detected, hypotheses formulated, and conclusions drawn. The site also includes a section to help teachers make accommodations for disabled students using the I-Search method of research writing.
CONTENT AREA: A+ Research & Writing for High School and College Students
GRADE LEVEL: High School
URL: http://www.ipl.org/div/aplus
The Internet Public Library’s web site gives help for writing term papers ranging from a Step-by-Step section for researching and writing the paper to an Info Search section to find source materials, both primary and secondary, in cyberspace, and links to other web sites that take the intimidation out of writing the research paper. This approach to the often fearsome term paper assignment works as an online tutorial that has all the advantages of in-class instruction combined with the capability of reviewing and revisiting each aspect of the process.
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