# data[].attributes.body
1. What are the effective strategies for incorporating multimedia (videos, podcasts, interactive texts) into reading and writing lessons?

2. How can digital tools be used to enhance reading comprehension and engagement in ELA?

3. What challenges do teachers face when implementing technology in the ELA classroom, and how can they overcome them?

# data[].attributes.body
Investigating the integration of technology into English Language Arts (ELA) instruction is essential because it examines how digital tools can improve student's reading and writing which in today's world, is driven by technology. Technology provides students with ways to engage and interact with learning through multimedia and digital literacy resources. For students with diverse learning needs, technology can support differentiated instruction, allowing teachers to provide individualized feedback and assessments. Furthermore, digital literacy is increasing, and we need to prepare students by helping them navigate and analyze online information. This is crucial for educators to understand technology in order to prepare students for the rest of their academic careers and when they enter society.

# data[].attributes.body
Beach, R. (2012). Uses of digital tools and literacies in the English language arts classroom. Research in the Schools, 19(1), 45–59.

Castellani, J., & Jeffs, T. (2001). Emerging reading and writing strategies using technology. Teaching Exceptional Children, 33(5), 60–67.

Christ, T., Arya, P., & Liu, Y. (2018). Technology integration in literacy lessons: Challenges and successes. Literacy Research and Instruction, 58(1), 49–66.

Morrow, L. M., Barnhart, S., & Rooyakkers, D. (2002). Integrating technology with the teaching of an early literacy course. The Reading Teacher, 56(3), 218–230.

Schmar-Dobler, E. (2003). Reading on the internet: The link between literacy and technology. Journal of Adolescent & Adult Literacy, 47(1), 80–85.

Tracey, K. C. (1998). Reading, writing, and technology. Diversity 11/1 Technology Education, Virginia Tech. Central Connecticut State University. 97-116.

Young, C. A., & Bush, J. (2004). Teaching the english language arts with technology: A critical approach and pedagogical framework. Contemporary Issues in Technology and Teacher Education, 4(1), 1–22.

# data[].attributes.body
Challenges:

Difficulty accessing digital tools

According to Christ, Arya, and Liu (2018),“Limited access to digital devices which constrained literacy teachers’ technology integration in literacy lessons” (para. 6).

Limited support from technical and administrative

Christ, Arya, and Liu (2018) stated examples namely, “…school-wide technology or Internet policies that hinder technology integration” (para. 6).

Challenges in integrating and teaching technology within literacy instruction due to timing

Based on the work of Christ, Arya, and Liu (2018), periods for integrating technology and literacy were limited, as that time was dedicated to scripted lessons and testing (para. 6).

Christ, Arya, and Liu (2018) also reported that the “Pressures of teaching the mandated curriculum and preparing for standardized testing limited the amount of time they had for lessons that integrated technology” (para. 6).

It is challenging to integrate technology into instruction, especially if it includes training children these skills (Morrow et al., 2002).

“For example, some students will need instruction in how to use software programs, access the Internet, do searches, and use word processing” (Morrow et al., 2002, p. 219).

Organizing the implementation of technology

As reported by Christ, Arya, and Liu (2018), the challenges in planning the integration of technology involved “the considerable amount of time it took to review apps and prepare for their use in literacy or other subject areas of instruction” (para. 7).

“Further, teachers had difficulty selecting high-quality apps, and so they often selected poor-quality apps such as those with digital features that did not support the objectives, had limited content, or were not intuitive enough for children to learn to use independently in centers” (Christ, Arya, & Liu, 2018, para. 7).

In the journal article Technology integration in literacy lessons: Challenges and successes, the researchers focused on preservice teachers (PTs) and their experiences with integrating technology into literacy lessons. The study examined the specific challenges PTs faced when attempting to incorporate digital tools in literacy instruction (Christ, Arya, & Liu, 2018).

The research highlighted, “Challenges related to technology selection and planning represented 36% of all the challenges” (Christ et al., 2018, para. 24).

Negative attitudes towards the use of technology

As highlighted by Christ, Arya, and Liu (2018), “teachers’ negative attitudes about the value of technology reduced their efforts to modify or redefine their instruction, even when provided resources, support, or time” (para. 8).

Cost concerns or staying current with technology

According to Morrow, Barnhart, and Rooyakkers (2002), “Many school districts are now equipped with computers, and hardware costs continue to fall; however, the ratio of computers to students is still just 1 to 5” (p. 219).

Additionally, “Keeping up with equipment upgrades, current software, monthly telephone/cable/Internet provider connection chargers, printer ink cartridges, paper supply, diskettes for students, and so on is a constant challenge” (Morrow, Barnhart, & Rooyakkers, 2002, p. 219).

# data[].attributes.body
Successes:

Dedicated classes to teach children technology skills

One way teachers have addressed these challenges is by relying on school districts that offer computer classes as a special subject, much like art or music, allowing students to develop these skills, relieving classroom teachers from the responsibility (Morrow, Barnhart, & Rooyakkers, 2002, p. 219).

Furthermore, “there are many good software programs that students could use to practice these skills” (Morrow, Barnhart, & Rooyakkers, 2002, p. 219).

Access to technology

As indicated by Christ, Arya, and Liu (2018), “One kind of success was teachers increasing their access to technology resources in unexpected ways, such as collecting salvaged computers for their classrooms to increase their ability to integrate technology in literacy instruction” (para. 9).

Selecting cost-effective technology and planning in advance

In terms of planning instruction and incorporating technology, “teachers reported more success when they chose technology with affordances that supported the objectives and students’ learning, such as choosing an app “within students’ zone of proximal development” that increased engagement and helped the students meet the objective to learn letter names, or affordances that supported learning in other content areas. Further, as might be expected, elementary education PTs experienced success integrating technology across subject areas when they pre-planned the lesson” (Christ, Arya, & Liu, 2018, para. 10).

Pertaining to the study by Christ, Arya, and Liu (2018), “PTs’ successes related to technology selection and planning represented 50% of all their reported successes. The success that PTs reported the most was selecting technology that had affordances that supported the lesson objective” (para. 30).

Engage students with the technology they will be using

“Elementary teachers reported that they had more success when they engaged students at the beginning of the lesson, such as by providing student choice regarding technology” (Christ, Arya, & Liu, 2018, para. 11).

“Also, teachers had success when they engaged students in collaborative learning with technology, both for literacy instruction and instruction across subject areas” (Christ, Arya, & Liu, 2018, para. 11).

# data[].attributes.body
Technological tools enhance reading instruction

As technology continues to advance, classroom instruction must evolve to keep pace (Castellani & Jeffs, 2001, p. 62).

Examples of integrating multimedia with reading and writing include using internet-based tools such as text-to-speech software, word prediction programs, graphic-driven writing tools, customizable writing templates, and software focused on building fundamental skills (Castellani & Jeffs, 2001, p. 62).

Authentic learning

Castellani and Jeffs (2001) define authentic learning “as realistic, complex learning experiences that encourage richer knowledge structures, not simplified, abstract content” (p. 61).

Therefore, it is important for teachers to give students opportunities “to build their reading and writing skills through available technology tools starts by having students choose the materials they would like to read. Then adapt these materials so that students can work independently” (Castellani & Jeffs, 2001, p. 62).

Technology tools improve writing instruction

“One useful educational tool is the software program Inspiration Software, Inc. (2001), which is a graphic-based flow-charting tool used in many schools. This program, and others like it, allows the student to organize, map, and define the relationship of specific details of a topic” (Castellani & Jeffs, 2001, p. 65).

Print-based tests show that using digital tools has a positive impact on student’s writing (Beach, 2012, p. 48).

“For example, an analysis of one of Maine’s one-to-one middle-school laptop programs, in which all seventh- and eighth-grade students were issued their own laptops beginning in 2002, indicated that over 5 years (i.e., 2000 to 2005), there was a significant increase in students’ writing scores, with students who reported high computer use scoring significantly higher than did students reporting little laptop use” (Beach, 2012, p. 48).

Picture walk

With the internet offering media in the forms of graphics, images, and videos, it is beneficial for teachers to guide students in exploring and understanding these resources available (Castellani & Jeffs, 2001, p. 64).

“This helps students make predictions about what is going to happen, promotes prior knowledge about a topic, and doesn’t rely on purely textual information” (Castellani & Jeffs, 2001, p. 64).

In accordance with Castellani & Jeffs (2001), “capturing photographs and other media will be important for organizing the reading activity and developing prediction questions” (p. 64).

Applying print reading strategies to internet text

The comprehension strategies students use to read traditional text can also be effectively applied to internet text. These strategies include activating prior knowledge, monitoring and repairing understanding, identifying key ideas, synthesizing information, drawing inferences, asking questions, and navigating the content (Schmar-Dobler, 2003, p. 83-85).

“Along with knowing how to navigate the Internet, they also know how to read it through use of their prior knowledge about the topic and the structure of the text” (Schmar-Dobler, 2003, p. 85).

Supporting collaborative learning

According to the journal article Reading, Writing, and Technology, “Teachers can use computers and software to support a variety of learning styles representative among various cultural groups in a classroom. Children can work alone or with others, depending on personal preference and the nature of the task. In this way the teacher can support field sensitivity and field independence” (Tracey, 1998, p. 114).

“Children can explore computer capabilities through self-discovery or learn the step-by-step program procedures from the teacher and their peers” (Tracey, 1998, p. 114).

Collaborative learning can be supported through students playing games to learn (Beach, 2012, p. 52).

“In a 3-year study, teachers and students provided each other with game-playing strategies through creating paratexts—guides, tips, and materials on a game wiki that included an analysis of the archetypes represented by game characters” (Beach, 2012, p. 52).

“Sharing these paratexts enhanced their learning from games and literacy practices, as well as improved students’ critical reading analysis of their paratexts’ usefulness in playing games for their peers” (Beach, 2012, p. 52).

Many of the articles have similar findings, therefore it may require more research.

# data[].attributes.body
The internet serves as a motivating tool to enhance students' literacy skills

According to Castellani and Jeffs (2001), says “Internet sites often contain graphics, sound, video, and animation that help motivate students and can easily be used to enhance literacy instruction” (p. 61).

“As a result, the Internet provides teachers and students with an enormous amount of curriculum materials and the opportunity for authentic learning” (Castellani & Jeffs, 2001, 61).

Students are more motivated and excited when using digital tools (Morrow, Barnhart, & Rooyakkers, 2002, p. 219).

Morrow, Barnhart, and Rooyakkers (2002) discovered that "students exhibited a higher level of motivational engagement when using technological tools. Studies that compared word processing revision versus handwritten revision commonly found that children were more highly motivated to revise when using the computer, which led to more time spent on the revision process” (p. 219).

Technology helps students learn and grow their vocabulary

Since internet text is already in digital format, its flexibility provides students with tools tailored to meet their individual needs (Castellani & Jeffs, 2001, p. 64).

“Text readers have built-in features to allow students independence while working with text through automatic highlighting, text-to-speech feedback, and built-in thesauruses and spell checkers” (Castellani & Jeffs, 2001, p. 64-65).

With the adjustable web browsing features, such as font size, color, spacing, and line modifications, it supports students with visual impairments by allowing them to customize text for clearer reading. Additionally, these adjustments help reduce visual distractions enhancing comprehension and focus (Castellani & Jeffs, 2001, p. 65).

“This, in turn, increases student attention and motivation, provides opportunities for students to practice reading strategies, and allows students to independently work with text” (Castellani & Jeffs, 2001, p. 65).

Differentiated instruction

Based on the journal article by Tracey (1998), digital tools make it easier for teachers to meet each individual students’ needs (p. 113).

"Many software applications provide animated graphics, sound input and output, and visual text for visual and auditory learners” (Tracey, 1998, p. 114).

“Keyboarding and use of the mouse assist kinesthetic learners, as does physical mobility, which allows students to move to different areas of the room” (Tracey, 1998, p. 115).

Teachers that use tools for students to interact with and align with student interest can make learning fun (Tracey, 1998, p. 115).

“A willingness to learn about the learning styles of each student is important to student success. Educators must respect differences in learners and be willing to adapt their strategies better to communicate their expectations” (Tracey, 1998, p. 115).

Online portfolio tools can enhance writing and writing workshops

In the article Teaching the english language arts with technology: A critical approach and pedagogical framework, it demonstrates examples of teachers who use technology and its approach to teach students English language arts (Young & Bush, 2004, p. 13).

Specifically, a high-school teacher Allison Young who teaches language arts struggles with teaching writing as her students struggle with fluency. She looks for solutions through technology, using an online portfolio tool which improved the student’s writing abilities (Young & Bush, 2004, p. 13).

“In addition to the excitement and enthusiasm the students expressed for being able to pilot new technology and to use the school's computer lab, they also responded by successfully engaging in drafting, conferencing, revising, editing, and publishing their writing. In effect, students could compose, share, provide feedback, revise and edit online spread out in the same computer lab without having to sit in groups in close proximity to one another” (Young & Bush, 2004, p. 13).

Digital tools like podcasts help students stay engaged and improve their understanding

African American students created different types of media both inside and outside of school. This led them to becoming more creative and improve their overall learning (Beach, 2012, p. 52).

“Production of podcasts and digital video markedly increased student acquisition of digital literacies sixfold, as well as their engagement in learning uses of digital tools and their recognition of the value of use of these tools for learning compared with students who did not use these tools” (Beach, 2012, p. 52).

Additionally, “A review of 53 studies on uses of video podcasts revealed that use of these podcasts resulted in positive affective and cognitive attitudes toward video podcasts, control over learning, improved study habits, and increased learning performance” (Beach, 2012, p. 52).

Gaming literacy

Teachers should choose "serious games" that help students work together to solve problems, think about their actions, and evaluate situations (Beach, 2012, p. 52).

“For example, students can address issues of war and poverty in games such as Dafur is Dying (http://www.dafurisdying.com) or Ayiti: The Cost of Life (http://costoflife.ning.com)” (Beach, 2012, p. 52).

Students can also use gaming instruction to develop their writing (Beach, 2012, p. 52).

“Students in those groups also were more engaged, had different goals motivating their participation, and received fewer teacher reprimands to stay on task” (Beach, 2012, p. 52).

Many of the articles have similar findings, therefore it may require more research.