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ERIC Number: ED382183
Record Type: RIE
Publication Date: 1995-Apr-12
Pages: 12
Abstractor: N/A
Reference Count: N/A
Technology Use in Language Arts Instruction.
Strech, Lorie L.
The use of technology in language arts instruction directly impacts students (now and in the future), the role of the teacher, and the role of the school in a changing society. The idea of utilizing motivating materials such as CD-ROM story books, closed caption television, interactive communications, and digital media may lead some to think that the use of technology in language arts is the perfect solution to problems in literacy learning, but several issues need to be considered in connection with the use of technology. Access to technology among individual students and schools is not equitable. Although technology can enhance teaching strategies and student experiences, the presence of technology is not a substitute for quality instruction, and the balance between technology and the traditional uses of modes of language is an issue educators must come to terms with if literacy programs are to use technology to its full potential. Technology in language arts instruction also has great potential in meeting the individual learning needs of students, and NovaNET, a communication network of coursework, instructional materials, and databases, is an example of effective technology. In light of the issues surrounding technology use in language arts programs, the following conclusions can be made: the inequities which exist with respect to technology must be remedied in order to ensure that all children can compete in a technological society; educators debating the issue need to stay focused on the goals of education, and produce not only "technologically literate" citizens, but more importantly "literate" citizens; the lack of technological skills of many educators limits the implementation of many technology programs to their full potential. Recommendations are provided for teachers, administrators, and state educational agencies. (Contains 13 references.) (MAS)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Equality (Social)