Using Microcomputers in Elementary Language Arts Instruction.

Using Microcomputers in Elementary Language Arts Instruction. Despite the age of this piece (it is from 1985) the concepts expressed are still good.



From the site:



The best way to integrate computers into the language arts curriculum is to focus on the student and the curriculum -- not on the computer. Of course, it is important to understand the capabilities that computer hardware and software offer for language instruction. However, the key to using the microcomputer wisely is to consider it in relation to teachers' and students' goals and needs.



WHAT ARE THE GOALS OF THE LANGUAGE ARTS CURRICULUM?



Elementary language arts instruction is usually devoted to helping children understand language critically and express themselves in speech and writing. But individual students' needs differ from the first years of school. Some children are able to write long pieces fluently, while others struggle with the mechanics of handwriting. Spelling is more difficult for some students than others. Some children like to write, and they write a great deal. Others don't like to write but are quite talented orally. Such diversity is a problem for elementary school teachers because meeting individual needs requires sensitivity to a variety of students, orchestration of the elements of the classroom environment (desks, books, visual aids, sounds), and ideas for stimulating all children to use language in many ways.



WHAT IS THE ROLE OF THE COMPUTER IN THE LANGUAGE ARTS CURRICULUM?



One of the main reasons some teachers find computers attractive is that computers can present and monitor "individualized" instruction to many students -- each at his or her own pace. Many computer programs provide spelling and grammar drills that students can work through, pursuing supplementary or "branched" lessons that are presented if they give incorrect answers. Such programs free teachers from having to repeat the same information many times.