Computers and Language Arts Skills

Since the 1930s, research has demonstrated that integrating language arts skills in typewriting and now keyboarding classes does build a variety of important skills. This should not be surprising because reading and writing are correlated -- working on one skill builds the other. Reading and writing underlie virtually ALL school-based learning; they are fundamental skills to master.

As students become comfortable and functionally proficient, composing skills are introduced and reinforced. After all, keyboarding is the way people write today. Studies show that students write more and will edit and revise their writing more if they are writing on a computer. While using a computer, by itself, will not improve writing; coupled with integrated curriculum and effective teaching, dramatic results are possible.

Effectively implemented, writing with computers results in students that:

• Are more motivated, on-task, and actively engaged then when writing with pens and pencils.
• Are more willing to share their work and collaborate when working with legible work they created on a computer.
• Write more and write better.

While all students perform better, low achieving students benefit the most from integrating computers with their writing instruction. Today, a wide range of technologies are working their way into the classroom. The area where technology can provide the greatest positive impact on students learning is in the writing process.

According to research findings, writing skills are enhanced by computer usage for the following reasons:

• Students write more efficiently and write more with computers.
• Student's writing becomes more detailed.
• The more students write, the better they become at it.
• Students can learn language structure and grammar with the use of application software tools such as a spell-check and thesaurus.

While research indicates that computer instruction can enhance academic performance across student populations, this impact is greatest with students that perform below class expectations and "at risk" populations. Alternative delivery methods work, especially with reading instruction. Computers engage students in an active learning mode and can be effective components of reading instruction.

Because current state and federal laws mandate improvement of test scores, increasing the performance of underachieving students is vital - statistically, that is where gains must be made in standardized test scores. The key is to realize that computers are much more powerful tools than drill and practice machines, virtual worksheets, or electronic flashcards.

Effective computer instruction, therefore, needs to:

• Focus on meaning and comprehension
• Apply active learning, analysis, creativity, and reasoning
• Support learning across the curriculum
• Deliver a variety methodology and subjects
• Stress reading, writing, integration of different subjects
• Focus on mandated state approved curriculum
• Involve frequent monitoring and evaluation of students' progress