Especialidad en Didáctica del idioma inglés.

Use of Technology in the Teaching of English.

Topic: Technology for Teaching Reading

Student: Chery Guerra, Mauren Santamaria

Professor: Luis Vallarino

Educational technology refers to digital tools and platforms that support instruction and learning. In reading education, this includes:

• Interactive software and apps

• Multimedia and digital storybooks

• Adaptive

• Virtual and augmented reality experiences

• Learning management platforms and digital classrooms

These technologies can be used to support all stages of reading from decoding letters and sounds to comprehension and fluency.

Technology works best when integrated with evidence based teaching like systematic phonics and structured reading instruction:

• Structured phonics approaches guide learners in letter sound relationships technology can support these through drills, games, and adaptive practice.

• Technology doesn’t replace core pedagogical principles but augments them, providing practice, engagement, and personalized feedback.

• It can boost engagement, fluency, comprehension, and access.

• It provides personalized pathways for learners of varying levels.

• It enhances traditional pedagogy rather than substitutes it.

When students work independently, as in station rotations, the format of their digital experiences should, of course, be motivating and engaging, but need not mirror the online games with which many students otherwise may spend considerable time.

Word Sorts

For example, you could conduct word sorts in small-group instruction. This provides structured opportunities for discovering patterns in written words, so students’ independent digital experiences will reinforce this learning while increasing their interest in the logic underlying these patterns (Templeton, 2020).

Spell-Checkers

It’s a very helpful tool, and older students should use it as part of their editing process.

Project-Based Learning

Students’ collaboration—particularly in project-based learning—may be supported and enhanced with online tools that address different classroom needs. As Weston Kieschnick (2017) reminds us, however, it is very often useful to “start low-tech or no-tech”—collaboration and planning are, in the long run, more important than the final product.