Introduction

The term literacy includes technology, which embraces the proficient use of available digital hardware and software (Williams et al. 2012). There are numerous technology software applications used today in schools. For instance, many classrooms have interactive whiteboards, computers, and online communication available (Gunaydin & Karamete 2016). Additionally, teachers and students may have handheld devices and smartphones at school or at home. According to Leu et al. (2004), the new technologies of this century need to be discovered and examined because everything that is read today is not textbook based.

Technology and LEA

Technology can be used to motivate and enhance the reading and writing process. One example of technology engagement is the introduction of the Language Experience Approach (LEA) writing of stories with a three-step approach: whole class application, small group application, and an individual application in the same manner as previously discussed in Chapter 1.

Whole Class Application

For example, for a whole class application, wordless picture books are projected on classroom screens for all the students to see. These books are employed as a stimulus for writing LEA student-generated stories that describe the events in the story. The teacher uses an interactive whiteboard to write the sentences the students create to describe the scenes in the wordless picture book. Important vocabulary words are colorhighlighted or underlined by the students. Punctuation can be bolded so that when the text is read aloud, students who have difficulty with punctuation can be visually aided to recognize where to stop, where to pause, etc. The teacher reads the LEA story to the whole class from the interactive whiteboard while the students watch and listen to the teacher's intonation and prosody. The students check if the recorded ideas are stated appropriately.

When student-generated stories are written on the interactive white board, a large size font should be employed while composing so that all students in the room can see. The teacher may place the student's initials beside the sentence that each student generated for the group story.

The advantage of using a computer to copy the stories is that the story can be printed when the exercise is finished, and each student can have a copy to take home and practice reading. Students use the copy in the classroom the next day to reread the story.