Edtech Solutions
Network Summit

5 Ways to Engage ELA Students

Change display time — Currently: Central Daylight Time (CDT) (Event time)
Location: Virtual
Experience live: All-Access Package Year-Round PD Package Virtual Lite
Watch recording: All-Access Package Year-Round PD Package Virtual Lite

Participate and share : Poster

Chelsee Wilson  
In this session, participants will discover and analyze five different tech tools and strategies that can be implemented in the English/language arts secondary classroom. From Shakespeare to instructional strategies, participants will leave with concrete examples to expand their tech toolbox.

Audience: Curriculum/district specialists, Teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Participants will need a Google account to access the task cards and session slides easily.
Topic: Online tools, apps & resources
Grade level: 6-12
Subject area: Language arts
ISTE Standards: For Educators:
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
For Students:
Knowledge Constructor
  • Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
Creative Communicator
  • Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
Related exhibitors:
, Canva for Education
, GoGuardian
, Edpuzzle

Proposal summary

Purpose & objective

In this session, participants will be able to discuss and analyze five tech tools and strategies (myShakespeare, Blackout Poetry, Loom, Pear Deck, and BookBentos + Google Slides) that can be used in the ELA classroom. Participants will be able to identify and brainstorm ways to incorporate these tools and strategies in their own classrooms while collaborating with other participants.

All tools and strategies are free to use and easy to duplicate and have been personally vetted and used by the presenter. Each strategy and tool will be individually highlighted and explained by the presenter with immediate question and answer sessions after each item is showcased. Participants will be asked to brainstorm ideas for use in their classroom using the chat feature.

Participants will receive digital task cards stepping them through using the strategy and/or tech tool. These cards can be taken by participants to continue their learning at their respective school or district site. Additionally, participants will have access to links and resources embedded in the presentation to further their learning and increase their knowledge and understanding of the tools and strategies. Blackout poetry and myShakespeare will have instructional Loom videos as well.

Supporting research

In researching technology-rich learning environments, Tiene and Luft (2001) conducted a study that used surveys, observations, and interviews to document the experiences of 10 public middle school teachers whose classes spent two months in a technology-rich environment. The teachers and students both used tech equipment extensively in working on class projects and thereby significantly enhanced their technological expertise. The availability of so much technology altered class dynamics in several ways. Students were able to work more independently than in the conventional classroom, and their learning experiences were more individualized.

According to Bush (2012), the learner who is transliterate builds knowledge, communicates, and interacts across a range of platforms, tools, and media. To support transliteracy, educators should consider how technology may be integrated into instruction. Technology integration should support pedagogical strategies, increase information fluency, and facilitate the practice of 21st-century skills.

Research suggests that technology should support instruction, rather than dominate the learning experience. Educators have developed strategies that successfully balance the use of technology and pedagogical best practices. Clark provides several strategies that teachers can use to optimize the benefits of technology for learning:

- Make student thinking visible
- Give every student a voice
- Make sharing work easy and accessible
- Allow students to share work within the classroom and beyond (Passut, 2018)

These technologies have been shown to improve student reading comprehension skills, perhaps because students find the technologies to be fun and motivational (Bursali and Yilmaz, 2019). To be effective, the tech must be combined with pedagogically sound, well-designed learning tasks (Hockly, 2019). Finally, the tech is most effectively integrated into the curriculum when teachers are involved in a collaborative design process for new lessons, or when they customize extant lessons based on stated learning goals (Patterson and Han, 2019).

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Chelsee Wilson, Moore Public Schools

Chelsee Wilson is the Secondary ELA and World Languages Curriculum Coordinator for Moore Public Schools. Prior to working as a Curriculum Coordinator, she worked as a Field Technology Specialist, Curriculum Specialist, and a Curriculum Writer at the University of Oklahoma's K20 Center. Additionally, she taught English and social studies at Westmoore High School in southwest Oklahoma City. She earned both her undergraduate and graduate degree at the University of Oklahoma.

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