WORKSHOP

Teaching and Learning

with Technology
in English and Language Arts

Ignatova Viktoria
Kuzmina Ekaterina
Galstian Alla
Nemolochnova Ekaterina
Technology Integration in Action:
Teaching Digital Literacies with a
Multimedia Storytelling Project
PHASE 1 Analysis of Learning and Teaching Assets and Needs

PHASE 2 Design of the Integration Framework

PHASE 3 Post-Instruction Analysis and Revisions

 PHASE 1 PHASE 2 PHASE 3
Analysis of Learning and Design of the Post-Instruction Analysis
Teaching Assets and Needs Integration Framework and Revisions

Step 1: Step 4: Step 7:

- Analyze problems of practice (POPs); - Decide on learning objectives and - Analyze lesson results and impact;
- Developing the new digital literacies, assessments; - Achieved score was 80% and more;
and analyze different characters will Step 5: - Enthusiasm;
be the best way; - Design integration strategies and Step 8:
Step 2: determine relative advantage; - Make revisions based on results;
- Assess technological resources of Step 6: - Necessity to teach students more
students, families, teachers and school; - Prepare instructional environment about effective and legal use of image
- G Suite apps; and implement lesson. or avoiding violence, etc;
Step 3:
- The whole outcome was great;
- Identify technological possibilities; Step 9:
- YouTube using. - Share lessons, revisions, and outcomes
with other peer teachers.
 Introduction

Reviewed issues in the field that shape Description of integration strategies

how technology can be integrated. specific to English and the language arts.

The focus of this workshop is on the new literacies-the challenges they

present and how our technology tools and strategies can help meet them.
Strategies to support
multimodal communication Challenges in using:
and digital publishing
- CONSIDERATION OF AESTHETIC FEATURES OF
IT INVOLVES THE DIGITAL MATERIAL
- ACCESSING - AND HOW TO USE THESE FEATURES IN WAYS
- READING THAT ENGAGE THEIR AUDIENCE
- LISTENING
- WRITING
- CREATING
- PRODUCTING
- PUBLISHING WRITTEN TEXTS
- DIGITAL STORYTELLING
- PORTFOLIO
- VIDEO AND PODCASTS
- VIDEO GAMES
Important
- let students create;
- let students write about themselves
(or a well-known things for them);
- share their works of web sites;
- use digital portfolios
(to analyze the work and reflect on learning
and identify ways to improve over time)
Useful
sources
Strategies to
support learning
literature
Learning about great works of literature and how to read
literature with a discerning, critical, and appreciative eye

Three strategies for using technologies to support literature learning :

1. Accessing online copies of 2. Background information 3. Support for

published works about authors literary analysis

making texts less expensive author's life usually affects

and more easily accessible the choice of writing topics and can
affect his or her style
 Useful sources
For accessing online books:
1. Google Books Online
2. Project Gutenberg
3. Shakespeare Online
4. The Literature Page
5. The Literature Network
6. The Bible Gateway
7. Qur'an website

For info about authors:

1. Famous People website
2. Poets.org
 Strategies to Support Word
Fluency and Vocabulary
Development

ONLINE PRACTICE IN MATCHING LETTERS AND SOUNDS

Phonological, phonetic awareness,

and phonics remain
foundational skills in learning to read

READWRITETHONK.ORG
A nonprofit website that publishes free lesson plans, interactive
Sample ReadWriteThink.org student materials, web resources,
Letter-Sound Exercise and standards for classroom teachers of English
 Strategies to Support Word
Fluency and Vocabulary
Development

ONLINE PRACTICE IN MATCHING WORDS WITH MEANINGS

BrainPOP
offers a range of online exercises to give students
practice in linking words and images so English
BrainPOP Practice in Matching language learners can make word associations
Words and Images
 Strategies to Support Word
Fluency and Vocabulary
Development
ONLINE TOOLS TO ENGAGE
STUDENTS IN
VOCABULARY LEARNING
a growing number of innovative

and fun sites for
encouraging vocabulary growth are available

“word cloud” on Wordle

One of the efficient strategies for encouraging vocabulary
based on the BBC news article
growth calls for students to use Wordle to create a "word cloud"

based on the frequency of words in a text. These technologies

serve to engage students with words in motivating ways.
 Strategies to Support Reading
Comprehension and Literacy
Development
DIGITAL TEXT TO ENCOURAGE ENGAGED READING
E-books and interactive stories serve to engage readers by allowing them to
interact with digital versions of texts and notate them as they read

offers books to download, word search features,

audio speaking of words, highlighting, note provides a range of texts for kids and
taking, and sharing quotes/thoughts through teacher resources
social networking
Strategies to Support Reading
Comprehension and Literacy
Development
COLLABORATIVE READING
facilitated in online spaces leads readers to share ideas and
consider alternative perspectives on the reading topic

Subtext is an excellent iPad app for

enhancing students reading skills through
engaging them in a variety of interactive and
collaborative digital reading experiences
Strategies to Support Reading
Comprehension and Literacy
Development
SUPPORTED READING WITH SOFTWARE
AND PORTABLE ASSISTIVE DEVICES
To aid student reading, software is available to read passages
using handheld devices(e.g., smartphones, e-readers, tablets),
give definitions, and pronounce unfamiliar words aloud

Students can read via their tablet, take A software program that is an easy-to-
assessments, and use drawing features use talking word processor that
to illustrate new vocabulary enhances a student's reading process
Strategies to Support
Teaching
the Writing Process
PREWRITING

Prewriting activities can be facilitated by using

information organizing software, such as:
- concept mapping;
- outlining;
- note taking;
- content curation apps or features;
- employing various strategies to encourage
student writing.
Strategies to Support Teaching
the Writing Process
DRAFTING

Word processing programs aid drafting by allowing students to make

changes as they write, thus making drafting a more fluid process. It is
preferable if students learn to draft directly into a digital format, which
facilitates later revision and editing, rather than to handwrite their drafts.

Dragon Dictation is a speech-to-text technology that

Zotero supports citation of sources and automatic building
supports moving thoughts or texts into a digital text
of bibliographies within word processing programs
format for flexible integration into digital works.
Strategies to Support Teaching
the Writing Process
EDITING WRITTEN DRAFTS

Teachers can use the following word processing features that support the editing process:
- Spelling and grammar - use software that underlines misspelled words in red;
- Autocorrect - detects and corrects misspelled words and incorrect capitalization;
- Track changes - shows changes as they are made to an original document;
- Comments - allows readers to insert notes that appear in the margins of a document;
- Thesaurus - students can also access the program’s thesaurus
which offers a variety of synonyms to given words;
- Highlightning
 Issues and Challenges
Teachers' Changing
Responsibilities for
the New Literacies

new literacies or
fundamental skills
21st-century skills:
for a literate person:
media literacy
reading
technologies multimodal literacy
writing
digital literacy
speaking
information literacy
listening
21st Century Literacies Framework
aims for learners to:

- develop proficiency and fluency with the tools of technology;

- build intensional cross-cultural connections and relationships with others so as to pose
and solve problems collaboratively;
- design and share information for global communities to meet a variety of purposes;
- manage, analyze and synthesize multiple streams of simultaneous information;
- create, critique, analyze and evaluate multimedia texts;
- attend to the ethical responsibilities required by these complex environments.
Problems Problems
Teacher's perspective: Student's perspective:

- ever-shifting technologies challenge teachers to - students have unequal opportunities or access

constantly rethink the literacies they teach in order to at home to online materials
make their 21st-century students truly literate - an achievement gap exists for online reading because
- lack of professional development in technology according to statistics lower-income students are less
integration prepared to read online
Issues and Challenges
New Instructional Strategies to Address New Needs
 Issues and Challenges
PixWriter
Adapting for Special
Needs
STUDENTS WITH DISABILITIES AND/OR WHO ARE
LEARNING ENGLISH MAY STRUGGLE IN MANY ENGLISH
AND LANGUAGE ARTS CLASSROOMS BECAUSE OF THE
Co:Writer
EMPHASIS ON READING AND WRITING SKILLS, WHICH ARE
COMMON AREAS OF DIFFICULTY FOR MANY STUDENTS

List of tools that support writers:

Natural Reader
Clicker7
Issues and Challenges
Transitioning to
Transformational Learning
The Office of Educational Technology (USDOE) (2016) suggests
a focus on transformational learning:
- Blended learning
- Personalized learning
- Project-based learning
- Simulated learning
- Virtual reality and augmented reality
- Technology accessibility
- Assistive technology and Universal Design for Learning
- Technology-enabled environments
- Connected educators
 Summary
THERE ARE TWO MAIN POINTS FOR THE
SUMMARY OF THIS WORKSHOP:
Issues and Challenges
Teachers need new instructional strategies to address
new learning needs in relation to reading and writing
skills, information literacies and social interaction.

Teachers sometimes find difficulty in motivating

students to read and write for study or for pleasure.

The increasing diversity of learners brings richness from

students into the classroom and teachers are teaching more
students with a broad range of literacy skills.

Building transformational learning and instruction with

technology into the curriculum is a challenge when there
is a lack of technology-related professional development.
 Strategies
1 2 3
To offer support for word fluency To meet needs for multimodal To support teaching the writing
and vocabulary development, communication and digital process, teachers can use the
teachers can use online practice in publishing, teachers can employ following: prewriting strategies
matching letters and sounds and strategies for digital storytelling, that include concept mapping,
matching words with meanings as sharing multimodal texts using fan outlining, note taking, and
well as tools to engage students in fiction sites, e-books, multimedia content curation apps or
vocabulary learning. slide shows, news broadcasts, and features; strategies to
video game design. encourage writing that include
model or mentor texts, story
starters, journaling, and word
processing; whiteboard
modeling to support revising
and editing written drafts.
 Practical part
Creative writing (fanfiction)
WRITING A
PARAGRAPH
 WHAT IS A PARAGRAPH
- A group of related sentences discussing one (and usually only one) idea
- Can be 1 -10 sentences long – should be long enough to develop the main idea

EXAMPLE:

Mr. and Mrs. Dursley, of number four, Privet Drive, were

proud to say that they were perfectly normal. They were the
last people you'd expect to be involved in anything strange
or mysterious, because they just didn't hold with such
nonsense. Mr. Dursley was the director of a firm called
Grunnings, which made drills. He was a big, beefy man with
hardly any neck, although he did have a very large
mustache. Mrs. Dursley was thin and blonde and had nearly
twice the usual amount of neck, which came in very useful as
she spent so much of her time craning over garden fences,
spying on the neighbors. The Dursleys had a small son called
Dudley and in their opinion there was no finer boy anywhere.
THREE PARTS OF A PARAGRAPH

- Topic sentence
- Supporting sentences
- Concluding sentence (not always needed)

QUESTIONS

1. What is the main idea of the paragraph?

2. What examples does the writer use to support this idea?
3. What words and phrases introduce the examples?
 TOPIC SENTENCE
- States the main idea of the paragraph – tells the reader what to expect
- Limits the topic to one specific area to be discussed/what are you saying about
→
the topic CONTROLLING IDEA

"Mr. and Mrs. Dursley, of number four, Privet Drive,

were proud to say that they were perfectly normal."

SUPPORTING SENTENCES
- Develop the topic sentence (explain, more information, example)

"They were the last people you'd expect to be involved in anything strange or mysterious,
because they just didn't hold with such nonsense."

CONCLUDING SENTENCE (not always needed)

- Signals the end of the paragraph
- Leaves the reader with important points to remember
- Summarises the main points of the paragraph
- Repeats the topic sentence in different words
- Does not introduce any new idea !
 What is a good topic sentence?
Mr. and Mrs. Dursley, of number four, Privet Drive, were proud. - this is a detail

Why they were proud? - this is a question

Mr. and Mrs. Dursley, of number four, Privet Drive, were proud to say that they were
perfectly normal because they were the last people you'd expect to be involved in anything
strange or mysterious as they just didn't hold with such nonsense.
 A GOOD SUPPORTING SENTENCES

They give information that explains and expands the topic of the paragraph.
It also answers the questions:

who?
what?
where?
when?
why?
how?

Supporting sentences will include one of the following as their main parts:
- Descriptions or details
- Facts
- Definitions
- Examples

 Tips on writing Harry Potter fanfiction

1 2 3 4 5
Keep in mind the theory that we just learnt
The first chapter and the description is very important. It should lay
the foundation for whether the reader is interested in the story or not

Try to add twists to the story. Otherwise the reader will be bored.

Don't make the main characters flawless and all-powerful. Every character has
flaws and this is what makes the stories more believable.

Try to avoid cliches like the Lord Potter-Black-Slytherin-Gryffindor-Ravenclaw-Hufflepiff, Death eater

Ron, Fan girl Ginny, money hungry Molly Weasley and manipulative Dumbledore.
PRACTICAL PART

Exercise 1 - Find the three parts of the paragraph

Question: Let us revise: what are the three parts of a paragraph?

Exercise 1 - Find the three parts of the paragraph

Question: Let us revise: what are the three parts of a paragraph?

Answer:
Topic sentence
Supporting sentences
Concluding sentence
Exercise 1 - Find the three parts of the paragraph
Now find the three parts of a paragraph in this example:

In Harry Potter and the Sorcerer's Stone, Harry is a champion to many of the
more insecure students at Hogwarts.
For example, when Malfoy takes Neville’s Rememberall,
Harry takes a broom and gets it back.
He cannot stand someone who picks on others.
Harry is now a hero to those less fortunate.
He has found a place where he belongs and wants to protect the vulnerable.
Exercise 1 - Find the three parts of the paragraph
Right answer:

In Harry Potter and the Sorcerer's Stone, Harry is a champion to many of the
more insecure students at Hogwarts.
For example, when Malfoy takes Neville’s Rememberall,
Harry takes a broom and gets it back.
He cannot stand someone who picks on others.
Harry is now a hero to those less fortunate.
He has found a place where he belongs and wants to protect the vulnerable.

Topic sentence Supporting sentences Concluding sentence

Exercise 2 - Write a paragraph based on the topic sentence

The topic sentence:

The friendship between Ron and Harry is one of the most important
relationships in Harry Potter.

Write the whole paragraph based on this topic sentence.

Include supporting sentences and concluding sentence.

Ask yourself:
WHY?? What makes the friendship important?
Why is this significant to the story?
Thank you for your attention and participation!