I modeled asking questions about the text and included links to websites that answered the questions. For example, I wondered what porridge was. Then I had a student come and click on the link so we could learn more about porridge.
The technology was important in helping to find the answers to the questions I had about the text. Using links to websites that answered my questions was part of the learning activity, not just peripheral to it.
The strategy I was concentrating on in reading comprehension was asking questions about the text, and the technology helped focus on that objective by acting as a tool for us to find the answer to my modeled questions. The students already knew how to click on a link and we found the information on the website together. This time did not take away from the teaching time.
This activity would be a lot harder without the technology. I could have copied the poems on pages for the entire class so they all had a copy. I could have found books that answered the questions I had and take time to look up the answers to read to the students, but the students wouldn’t be able to see the answers. The projector and internet access helped make the poem and answers easily accessible to everyone in the class.