Integrating Technology to Assist English 101

Students with Their Essays

Introduction

Knowing how the students learned helped the instructor effectively utilize media and
technology. In the beginning weeks of class, students in the English 101 class were given a
syllabus which outlined various course readings. Students were also treated to lecture and class
discussion based on textbook readings. In the first two class meeting, the same students seemed
to engage in classroom discussion and ask questions based on the lecture; however, too many
students did not partake in class discussions or ask questions about the lecture. After taking
anecdotal notes on each of the non-participating students and reviewing the Study Skills Results,
it was discovered that 12 of the 16 students scored poorly in the area of Reading/Textbook Use.
Clearly, the students did not enter the class with the necessary background knowledge to read
multiple pages of text. Therefore, the time spent trying to read information equated to learning
lost. The English 101 students were a perfect example of why the instructor was charged to
create an inviting and engaging learning environment.

Study Skills Results (College, 2011)

Student Concentration Reading/ Time Memory Listening/ Motivation Test Total
Textbook Managemen Note Taking
Use t Taking Strategies
1 Average Poor Good Average Good Good Average Average
2 Average Poor Good Average Good Good Good Good
3 Average Poor Good Good Good Good Good Good
4 Average Poor Good Good Good Good Good Good
5 Average Poor Good Good Good Good Good Good
6 Average Poor Poor Average Good Good Poor Average
7 Average Poor Average Poor Poor Average Average Average
8 Average Poor Good Average Good Good Average Average
9 Average Poor Good Average Good Good Average Average
10 Average Average Good Good Average Good Good Good
11 Average Poor Poor Good Average Good Average Average
12 Poor Poor Average Poor Poor Good Poor Poor
13 Poor Average Average Average Good Average Average Average
14 Good Good Good Good Good Good Good Good
15 Good Good Good Good Good Good Good Good
16 Good Poor Good Average Average Good Average Good
Instructional Environment
 Smaldino, Lowther, and Russell (2008) defined learning as “a persisting change in
capability resulting from the learner’s experience and interaction with the world.” It was quite
often the case that students did not gain or retain knowledge when simply told what to do, but
students did learn and became engaged in their learning when they were shown what to do and
given opportunities to demonstrate what they knew. After careful consideration was been given
to the learning styles of students, a learning environment was created. In the words of Chapman
and King (2008), “an environment should be designed to provide students with the most positive,
productive, and nourishing learning experiences possible.” A learning environment should have
a climate that is inclusive and has high expectations (Bernacchio & Mullen, 2007). The
foundation for a positive, productive, nourishing, and welcoming environment wass the right
combination of affective and physical environment requirements. The affective environment
considers attitudes, feelings, and values. On the other hand, the physical environment was
composed of classroom furniture, displays, and lighting. With the instructional environment in
mind, Roblyer (2006) posed three questions:

a. What media and technology were needed to carry out instructional strategies?

b. How should resources be arranged to support instruction and learning?

c. What planning was required to make sure technology resources work well?

Technology Resources

Within the English 101 classroom, technology and media serve many purposes.
According to the National Educational Technology Standards for Students (2007), “students
understand and use technology systems; select and use applications effectively and productively;
troubleshoot systems and applications; and transfer current knowledge to learning of new
technologies.” Just as there was an expectation for students, teachers are charged with using
“their knowledge of subject matter, teaching and learning, technology to facilitate experiences
that advance student learning, creativity, and innovation (ISTE NETS and Performance
Indicators for Teachers, 2008).

What media and technology were needed to carry out instructional strategies? Before
delving deeply into choosing media and technology, the teacher considered the learning styles of
the students and made sure she possessed the technology skills necessary to engage students
(Johnson, 2006). Choosing media and technology required complex thinking. Factors considered
included the available media and technology, the diverse learning styles, and the objectives
(Smaldino, Lowther, & Russell, 2008). Some guidelines:

a. Computers – Room H250 was equipped with 21 Dell Optiplex 760 desktop computers
available for student use and instructor use. All computers had Internet access. Since the
class was wireless, some students used their personal computers in the class.

b. Copies of software and media – Windows XP was installed on all student and instructor
computers. Smart Technologies software was installed on the instructor’s computer to
make the SmartBoard screen interactive with the instructor’s computer. The supplemental
software used by the English 101 students, www.Hackerhandbooks.com , was accessible
from any computer with Internet access. Students used the software as a guest or
 registered student. The software did not have to be copied. Other media, such as
textbooks, were purchased by students from the College bookstore and other places.

c. Access to peripherals – Although H250 was equipped with a printer and packages of
paper, students did not print any work. Essays were submitted via Turnitin.com. Other
classroom equipment included a document camera, a printer, and a CD/DVD player.

d. Handouts and other materials – Handouts were emailed to students prior the start of
classes. Also, students were able to access many of the handouts online from the student
resource center using a password and username.

Tables 1, 2, and 3 show how English 101 students were grouped. Students participated in
whole class, small group, and individual activities. Each grouping approach was matched with
media, media formats, and instructional materials. The media and media formats were chosen to
meet the diverse learning styles of the students.
Table 1: Whole Class
Grouping Media Media Formats Instructional
Approach Materials
Whole Class Text Discussion The Bedford Handbook
Audio Demonstration The Bedford Guide for College Writers
Person Presentation SmartBoard
Google Docs
Sample MLA paper

Table 2: Small Groups and Pairs

Grouping Media Media Formats Instructional
Approach Materials
Small Groups Text Discussion The Bedford Handbook
and Pairs Audio Presentation The Bedford Guide for College Writers
Person Drill-and-Practice Computers
Visuals Peer Review Free & Open Resources
Sample MLA paper
Google Docs
Peer review
Think-Pair-Share

Table 3: Individual
Grouping Media Media Formats Instructional
Approach Materials
Individual Text Drill-and-Practice The Bedford Handbook
Visuals Independent Study The Bedford Guide for College Writers
Peer review Free & Open Resources
Presentation Graphic organizers
Sample MLA paper
Rubric
Google Docs
Multiple intelligence presentation
Self-Reflection

Images of Instructional Materials

http://www.Hackerhandbooks.com

Handouts of Instructional Materials

Bedford/St. Martin's Sample MLA paper

Peer review

Education Oasis Think-pair-share

Rubric

Graphic organizers

Multiple Intelligence Presentation

Self-reflection

Access Plan

How should resources be arranged to support instruction and learning? The college
offered a wide variety of services to assist students in succeeding at the College. Students with
disabilities who were in need of accommodations or who had questions related to disabilities
services should contact the Services for Students with Disabilities office at xxx-xxx-2408. Of the
remaining 14 English 101 students, there were no students with special needs.

With regard to privacy and safety issued, the English 101 students were of college-age
and used the Internet without adult supervision. However, the instructor’s computer was
equipped with LanSchool, a tool which monitored student computers. During the first class
meeting, a demonstration using LanSchool was presented to students. Furthermore, the
Acceptable Use of Information Technology Resources stated, “……computer resources,
network, and internet access is provided at the College for legitimate academic pursuits.
However, use of the College computer resources is a privilege and users have certain shared
rights and responsibilities (Policies and Procedures, 2008).” During Orientation Week and the
first week of classes, students were made aware of the College’s Acceptable Use of Information
Technology Resources and that the College reserved the right to limit, deny, extend, or restrict
privileges in cases of misuse.

Logistical Plan

What planning was required to make sure technology resources worked well? When
technical issues arose, the College Help Desk was the point of contact used by faculty and staff
with technology problems. If major technical issues occurred during class, there were three
options – students shared computers; the class moved to another available lab; or students
completed any assignments requiring a computer at home and emailed the instructor.

Reflections
Learning Environment

Bernacchio, C., & Mullen, M. (2007). Universal design for learning. Psychiatric Rehabilitation
Journal, 31(2), 167-169. doi:10.2975/31.2.2007.167.169

When preparing the instructional environment, it is quite easy to solely focus on the
desired or needed technology, and left by the wayside is learning. Goals, objectives, clear
expectations, sample work, graphic organizers, and rubrics all serve to facilitate learning.
Universal design, like multiple intelligences, recognizes the need for alternate ways to
demonstrate knowledge of subject matter. Moreover, with universal design, instruction is
straightforward; information is communicated effectively; multiple instructional strategies are
encouraged; and the learning environment is positive and welcoming of all.

Teacher Technology Skills

Johnson, J. A. (2006). Beyond the learning paradigm: Customizing learning in american higher
education: 10 bellwether principles for transforming american higher
education. Community College Journal of Research & Practice, 30(2), 97-116.
doi:10.1080/10668920500432951

Did technology enhance the lessons? Was technology being used just because it is
available? Why should learning be customized? The first two questions were asked in the early
stages of instructional design. If technology did not improve a lesson, then, it was not used just
to say it was used. Customized lessons were created to engage the students. Technology and
media helped to customize learning. Students were no longer mandated to sit and listen to
lectures or participate in discussions because doing so neglected other intelligences possessed by
the diverse student body. Hearing was enhanced with visual aids. However, the customization
would not have taken place if the teacher had not fully embraced technology. Teaching was measured
by how well the students were engaged. It was learned that technology is not needed to enhance
all aspects of teaching and learning, but it was discovered that the correct balance of technology
did get students involved in their learning. Nevertheless, the teacher committed to using
technology and software to enhance and transform traditional teaching and learning.

References
Bedford/St. Martin’s. (n.d.). MLA research paper (orlov). [Handout]. Retrieved from

http://bcs.bedfordstmartins.com/resdoc5e/pdf/Hacker-Orlov-MLA.pdf

Bedford/St. Martin’s. (n.d.). The bedford guide for college writers. [Image]. Retrieved from

http://images.bookbyte.com/isbn.aspx?isbn=9780312452780

Bedford/St. Martin’s. (n.d.). The bedford handbook. [Image]. Retrieved from

http://bedfordstmartins.com/Catalog/Product.aspx?isbn=9780312652685

Bedford/St. Martin’s Student Center. (n.d.). Free & open resources. Retrieve from

http://www.Hackerhandbooks.com/bedhandbook

Bernacchio, C., & Mullen, M. (2007). Universal design for learning. Psychiatric Rehabilitation

Journal, 31(2), 167-169. doi:10.2975/31.2.2007.167.169

Chapman, C. & King, R. (2008). Managing the differentiated learning environment.

Differentiated instructional management: Work smarter, not harder (p. 9). Thousand

Oaks, CA: Corwin Press.

College. (2011). Study skills results. Retrieved from FCC Faculty Center.

Education Oasis. (2006). Think-pair-share. [Handout]. Retrieved from

http://www.educationoasis.com/curriculum/GO/GO_pdf/think_pair_share.pdf

FCC. (2010). Help desk. Retrieved from http://www.frederick.edu/employees/adjuncthelp.aspx

ISTE. (2007). The ISTE nets and performance indicators for teachers (NETS.T). Retrieved from

http://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx.

ISTE. (2008). The ISTE nets and performance indicators for teachers (NETS.T). Retrieved from

http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx.

Johnson, J. A. (2006). Beyond the learning paradigm: Customizing learning in american higher

education: 10 bellwether principles for transforming american higher

 education. Community College Journal of Research & Practice, 30(2), 97-116.

doi:10.1080/10668920500432951

Newill, M. (2010). Google docs upgrades. [Image]. Retrieved from

http://www.gadgetvenue.com/google-docs-upgraded-04124613/

Policies and Procedures. (2008). Acceptable use of information technology resources. Retrieved

from http://www.frederick.edu/courses_and_programs/catalog/Policies%20and

%20Procedures.pdf

Portland Community College. (2011). PC workstation profile. Retrieved from

http://www.pcc.edu/resources/computer-labs/sylvania/pc-workstation.html

Roblyer, M. D. (2006). Foundations of effective technology integration models: Theory and

practice. Integrating educational technology into teaching (pp. 60-61). Upper

Saddle River, NJ: Pearson.

Smaldino, S. E., Lowther, D. L. & Russell, J. D. (2008). Technology and media: Facilitating

learning. Instructional technology and media for learning (p. 7). Upper Saddle River,

NJ: Pearson.

Smaldino, S. E., Lowther, D. L. & Russell, J. D. (2008). Technology and media: Facilitating

learning. Instructional technology and media for learning (pp. 9-12). Upper Saddle

River, NJ: Pearson.

The Journal. (2011). Smart board 600 i by smart technologies. [Image]. Retrieved from

http://thejournal.com/articles/2006/12/01/smart-board-600i-by-smart-technologies.aspx