Digital Language Arts I: “Just What’s The Big Idea?”

Digital language arts… just what in the world is it all about, and what part can it play in modern education? It’s a simple, intuitive concept – using technological tools to aid reading and writing instruction. To aid. Not to supplant, but to support. Not to replace, but to revitalize. It’s not about teaching technology, it’s about teaching with technology.

The classical elements of language arts instruction are classical for a reason – because they work! Guide students through reading and writing processes, give them opportunities to practice, reflect upon, and analyze their reading and writing habits, let them apply their learning for constructive purposes, and assess their proficiency and progress. Wash, rinse, repeat.

For each of those elements – guidance, practice/reflection/analysis, application, and assessment – a 21st century educator can ask two important questions. 1) How can technological tools help me improve the way I already address those elements? 2) How can technological tools help me address those elements in ways that would not otherwise be possible? Digital language arts, as a concept, revolves around those two questions and their possible answers.

Students want to be engaged. They want to be excited. They want to communicate. They want to put their knowledge and skills to productive and authentic use. They want to be taught. They really do. Really! But you’ve got to “come correct.” And part of that means taking advantage of the amazing breadth of technological tools that modern educators have at their disposal. They’ll bend over backwards to read for you, write for you, and learn for you. If you meet them halfway…

Next up in this multi-part series, we’ll dive into practical implementation ideas for integrating technological tools into guided reading. Stay tuned!