Implementing Technology Into Instructional Routines

The theoretical framework deals with the work of Dewey (1916/1997), Pappert (1993/2001), Piaget (1973), Vygotsky (1978) and Augustine and Huang (2002). The use of social constitutionalism (SC) plays an important role in building a joint relationship between teachers and students. In addition, this framework uses the teacher's technical attitude scale (TAS) of Swan and Dixon (2006) to determine the needs of the K-12 teacher's wireless laptop training. As social constructivism theory expects, the technology entering the classroom creates a network of social learning agents.

In this article, two qualitative studies to examine the teaching method for the English teacher to support the student's learning, the framework to understand the use of the technology in the ELA classroom, and the use of the teaching method I will explain the technique. Discussed the topic of research on the role of ELA teachers, the use of teaching methods of ELA, and the tasks and advantages of technical use in the classroom of ELA. The technology-rich ELA classroom supports student-centered constructive learning environments. This brings benefits to the students of the junior high school English class. Technology has the ability to support students' participation in advanced thought skills, motivation and constructive use

Teachers can choose how to implement technology in the classroom. Teachers can incorporate technology into guidance provided throughout the class or between groups. This educational use includes display of video clips, use of visual effects by document camera, display of website, modeling by digital recorder or e-reader, guidance of Skype sessions, and playback of podcasts. As the recommendation for the purpose to teach in this book is quite easy to carry out, only Chapter 4, "How to use techniques" discusses the potential ways to use technology with teaching.

Before applying technology to education, English teachers need to consider various factors to measure the pros and cons of students' learning. First, learning technology is an advantage, but access is not directly related to effective use (Cuban, Kirkpatrick, & Peck, 2001; Sternberg et al., 2007). The use of any technology should strengthen the guidance of students and teachers and improve student learning through complementary guidance (Young & Bush, 2004). Therefore, the use of technology in English classrooms should not replace strong education, it should have an adverse effect on the quality of education, reduce student creation opportunities, or should replace important teaching materials It is not.