Integrating Technology in Teaching Writing

Schools are acquiring computers and Internet access at rapid rates. Integrating technology into education has become an imperative for teachers. 

There are several advantages on integrating technology in teaching writing. First, the worldview of the student can be expanded because of the zero cost of communicating with other people from all over the world by using Internet. 

Next, the ability to work collaboratively on projects with others is a vital skill in the new digital world. This can best be done using modern computer tools such as the web, email, instant messaging and cell phone. Rather than doing homework alone, students can work in small groups to finish their assessments. 

Interactive simulations and illustrations can produce a much greater depth of understanding of a concept. The teacher can conduct on screen investigations and demonstrate concepts far more easily than with just words and arm-waving by using a projector. Through interactive video lectures and PowerPoint presentations, children are able to develop a better understanding. 

The use of search engines can help to improve students’ writing skills. This is because students can easily search the format or sample of writing essays through World Wide Web. They can search anytime and anywhere as long as they can access to the Internet. 

By gaining introduction experience with technology at a young age, students will be more confident using it in the future. In addition to these computer skills, students can gain information about how to use the internet safely and effectively in a controlled environment.

Technology and design lessons allow students to be creative. Technology education provides students with a wealth of information and knowledge. Technology is a significant part for the children who are growing up in today, so they should learn about the appliances and systems that they rely on a daily basis. This leads them to gain further knowledge and understanding.

MINI TEST

1. Use the picture given to write instructions for two activities. Your instructions must be specific and engaging.

First activity: Create a conversation around 100 words.

Naomi, a foreign tourist from Japan wants to take a tour in Kota Kinabalu. As a receptionist of Hyatt Regency Kinabalu Hotel, you have to show her the direction from the hotel to CBS Gaya Centre, Wisma Merdeka and Australian Place. 

Use the prepositions given to complete your conversation.

on

by

from

to

at

Second activity: Write a letter around 150 words.

The English Language Society of your school is planning to organise a field trip to Kota Kinabalu. As the secretary of the society, you are asked to write a letter to your principal to approve the field trip. You have to include the travel route by giving information about the places that English Language Society’s members are going to visit during the field trip.

2. You are teaching the theme ‘Environment’ to a form three class with intermediate level of proficiency. Describe one activity on how to integrate the following thinking skills into your lesson:

a) Analysis

b) Application

World Environment Day is held each year on June 5. It stimulates worldwide awareness of the environment and enhances political attention and action. The industrialization growth damages the world environment by its harmful gases in the air which also damage the ozone layer. It is harmful for living creatures when this world environment is heated day by day.

According to the poster, write an article on importance of World Environment Day to advocate awareness among students. It is a good step toward the neat and clean environment of the world. This is very important for us and also for our coming generations. The article must be around 200 words.

Assessing Student's Essay

I was marking on another essay with Leanza this time. We both agreed that we will give this essay 7 out of 20. I know it was cruel but I cannot help myself from not giving this mark. Although the setting and the storyline of this essay was clear, yet, mechanical errors cause serious disruption in communication. 

The student is facing problem to use the correct irregular verbs. For example, he/she wrote “feeled” instead of “felt”.  Then, the student did not use base form after the word “can’t”. The student is also having difficulties in capitalisation. He/she did not use capital letter for names.

By assessing this student's essay, I know how to comment on students’ writing:

•  Begin by making positive comments.

•  Remember that students' egos are very fragile.

•  Don't mark errors or make comments in red.

• Ask questions to help students revise and improve.

•  Criticize "this paper," not "you".

•  Respond as a reader, not as a writer.

•  Be specific.

• Limit your comments; do not try to cover everything.

A Scary Experience

I was asked to correct a student’s work titled 'A Scary Experience'. That was the first time for me to correct a student’s work. It was my scary experience too.  :)

For me, I will give this essay six out of ten. I use written comment to let the student knows his /her mistakes. The setting of the story was clear. The main problem is this essay was written in present tense; we should use past tense in narrative essay. Next, there is punctuation problem in this essay. I found out that there were a lot of commas in one paragraph. He/she should start a new sentence instead of joining all phrases together.

To overcome the punctuation problem, I will create a worksheet to let students to correct the run-on sentence. For example:

Question: I need to write down your email address otherwise I will never remember it

Answer: I need to write down your email address. Otherwise, I will never remember it.

 

Inside the Haiti Earthquake

Inside the Haiti Earthquake is designed to challenge assumptions about relief work in disaster conditions and situations. Everyone will be given the opportunity to commit to various strategies and experience the consequences by playing the role of an aid worker, journalist or survivor.

Start from the beginning, I was able to see and feel what really happened that day when there was an earthquake in Haiti by looking and listening to the footage start from the beginning. The use of real footage impacted greatly. The interactive nature rather than passively listening and watching the news made me feel like I experienced it before. 

I liked the customization of seeing different experiences based on character selection. It allowed for risk taking and even though it was a game I found myself hesitating over choices and not wanting to be even virtually responsible for causing more suffering. The agency through each of these was clear. I appreciated the design in terms of situated meanings as I was presented with situations in the role and asked to make decisions in that role. 

I made the wrong decisions at times and was pleasantly given the reason why it was wrong and redirected to the better answer. I never felt like giving up because I was at a dead end. This was a good example of systems thinking because actions and consequences were explained. 

Since everyone will be given the opportunity to commit to various strategies and experience the consequences by playing the role of an aid worker, journalist or survivor, I would like to ask students to write a conversation according to this game. Write a conversation between a survivor and a journalist after the earthquake occurred. The conversation should be around 150 words. Students will able to know more about disaster condition by creating a conversation.