RESEARCH REVIEW:
Working With Computers in Whole Language
Classrooms
by Linda DeGroff
Whole language teachers share common beliefs about literacy learning.
When they bring computers into their classrooms, they want to use computers
in ways that are consistent with those beliefs. Recent research offers some
guidelines for working successfully with computers in whole language classrooms.
1. Encourage and support social interaction.
Whole language beliefs and practices have been greatly influenced by the work of
Vygotsky (1962), who explained how children's language learning begins with social
interaction.
Mehan (1989) found that learners often work in pairs while writing with computers.
Sometimes pairs are necessary because access to computers is limited; at other times
students choose to work collaboratively. In either case, working in pairs necessitates
social interaction which, in turn, contributes to literacy learning.
Teachers can support and encourage interaction by allowing spontaneous talk as
learners work with computers. Cochran-Smith, Kahn, and Paris (1988) note that "the
public screen is apparently irresistible" (p. 64). Because of this, passersby often engage
in brief conversations with readers and writers about texts that appear on the screen.
Placing computers in positions that make screens visible to all and valuing spontaneous
talk are among the ways that teachers can support learning through social interaction.
2. Read and write authentic texts for authentic
purposes.
Early computer use was often restricted to drill and practice of isolated skills. Such uses
are incompatible with whole language beliefs and practices.
Teachers can foster authentic reading and writing experiences by selecting software that
allows students to read and follow directions while playing games (Costanzo, 1985),
write personal narratives or imaginative stories with word processing software
(Phenix & Hannan, 1984), communicate with audiences outside of the classroom or
school via networks and electronic mail (Bruce, Michaels, & Watson-Gegeo, 1985), or
organize and retrieve content area information from databases (Newman, 1989).
3. Emphasize process.
The idea of using a process approach to teaching and learning has been most prominent
in writing instruction. Word processors offer functions that can facilitate writing processes,
particularly revising and editing.
At present, we understand very little about the effects that using these functions have on
writing processes. However, it is becoming increasingly clear that teachers' understanding
of writing processes is more important than the technology itself in determining how
computers are used in process-approach classrooms (Cochran-Smith et al., 1988; Mehan,
1989). In other words, good teachers rather than computers make the difference.
4. Provide time and choice.
Whole language teachers understand students' need for time and choice. With earlier drill
and practice software, pace and choice were often set by the program rather than the
student. Not so with the software "tools" (such as word processing software, database
software, networking systems, and electronic mail software) that are recommended for
whole language classrooms. When teachers select these tools for language learning,
students choose what to read and write, and they set their own paces.
Time is linked to access. As Zeni (1990) notes, students working with computers need
the same degree of access that they need when working with pencils, papers, and books.
When access is limited, Zeni suggests that teachers concentrate access by providing
in depth experiences rather than a series of brief encounters. To do this, teachers can
negotiate for access to blocks of time in the computer lab or for having computers
brought to their classrooms.
5. Support risk-taking.
As students stretch to reach new levels of competence in literacy, they learn from both
their successes and errors. If students are to grow as language users, teachers must
support them as risk-takers who will make mistakes on their way to learning. For example,
Phenix and Hannan (1984) note that when learners understand how easy it is to make
changes with the word processor, they are more willing to take chances with their writing.
They risk invented spellings or less-than-conventional punctuation. Later, they return to
their work to make revisions. They make these changes because doing so no longer
requires recopying an entire paper.
Research has shown how to work successfully with computers in whole language
classrooms. When teachers plan to use computers in their reading and writing programs,
they should begin with sound understandings of how to teach and how learners learn.
They should select software that supports their goals and facilitates learning. Teachers
teach, students learn, and the computer serves as a tool for teaching and learning.
Source: Reading Today, Feb./Mar. 1991, p. 11.
References
Bruce B., Michaels, S., & Watson-Gegeo, k.(1985). How Computers Can Change the Writing Process. Language Arts, (62), 2, 143-149.
Cochran-Smith, M., Kahn, J., & Paris, C. L. (1988). When Word Processors Come into the Classroom. In J. L. Hoot & S.B. Silvern (Eds.), Writing With Computers in the Early Grades (pp. 43-47), New York: Teachers College Press.
Costanzo, W. (1985). Language, Thinking, and the Culture of Computers. Language Arts, (62), 5 517-523.
Mehan, H. (1989). Microcomputers in Classrooms: Educational Technology or Social Practice? Anthropology and Education Quarterly, (20), 1, 4-22.
Newman, J. M. (1989). Online: Dealing With Information. Language Arts, (66), 1, 58-64.
Phenix, J., & Hannan, E. (1984). Word Processing in the Grade One Classroom. Language Arts, (61), 8, 804-812.
Vygotsky, L. (1962). Thought and Language. Cambridge, MA: MIT Press.
Zeni, J. (1990). Writing Lands: Composing With Old and New Writing
Tools. Urbana, IL: National Council of Teachers of English.
(Linda DeGroff is an assistant professor at the University of Georgia.)
  
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