This document discusses principles and considerations for teaching reading with technology. It provides an overview of extensive and intensive reading approaches. Some key principles discussed include encouraging students to read as much as possible, engaging them with the content, allowing prediction, and fully exploiting reading texts. The document also introduces technology-enhanced language learning, noting how the internet provides learning resources and opportunities for communication. More advanced technologies like VR and mobile apps are changing pedagogical approaches such as flipped classrooms. While technology offers options to promote reading, issues like implementation, costs, and training must be addressed.

1. Teaching Reading
with Technology
d a n i e l k u r n i a w a n
michael.daniel.kurniawan@gmail.com

2. First thing first,
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3. Extensive
Reading
Intensive
Reading
or
reading for pleasure • Choices of Genres
• Specific purposes

4. A few considerations
in teaching reading
•Authenticity of the
texts. Simplified
version? Graded
readers?
•Teaching reading
skills? Scanning,
skimming, reading
for detailed
comprehension?

5. Several Principles
in teaching reading
1. Encourage Ss to read
as often and as much
as possible.
2. Engage Ss with what
they are reading.
Harmer (2007)

6. Several Principles
in teaching reading
3. Encourage Ss to
respond to the
content, and explore
their feelings about it,
not just concentrate on
its construction.
Harmer (2007)

7. Several Principles
in teaching reading
4.Prediction is a major
factor in reading.
5. Match the task to the
topic when using
intensive reading texts.
Harmer (2007)

8. Several Principles
in teaching reading
6. Good teachers exploit
reading texts to the
full.
Harmer (2007)

9. A few ideas for
‘Reading Activities’
• Jigsaw reading
• Reading puzzles
• Newspaper reading
• Following instructions
• Poetry
• Play extracts
• Predicting from words and pictures
• Different responses

10. Now, this.
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11. An intro to
Tech-Enhanced Lang-Learn.
The Internet develops the teachers,
provides abundant EFL material
resources, gives tools for learning,
encourages various learning
activities, and opens online learning
opportunities.
Teeler & Gray (2000)

12. An intro to
Tech-Enhanced Lang-Learn.
‘The Internet enables English learners
to access useful language resources
and communicate directly with
native English speakers; [to] learn
listening, speaking, reading and
writing English integratively via real
worlds situations.’
Yang & Chen (2006)

13. An intro to
Tech-Enhanced Lang-Learn.
With more advanced technology,
including A/VR, wearable computing,
mobile apps, cloud-computing apps,
social media, big-data processing,
technological pedagogy also develops:
flipped classroom, gamification and
socio-cultural contexts.
Zou, Xie, & Wang (2018)

14. An intro to
Tech-Enhanced Lang-Learn.
[T]eachers in all contexts should
consider flipping as one way to
promote digital literacy skills,
content mastery, and engagement in
their classes. … Teachers and
administrators allocate more resources
to teacher training on the flipped
concept prior to implementation.
Web & Doman (2019)

15. An intro to
Tech-Enhanced Lang-Learn.
[T]echnology offers viable option of
promoting reading comprehension.
But … there are issues surrounding it
such as level of implementation,
designing of tasks, context, cost,
training and last but not the least its
role in the teaching learning process.
Taj, Ali, Sipra, & Ahmad (2017)

16. Another,
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17. padlet.com

18. Let’s try this.
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19. plickers.com

20. lessonwriter.com

21. The illiterate of the 21st century
will not be those who cannot read
and write, but those who cannot
learn, unlearn, and relearn.
- Alvin Toffler

22. References
Teeler, D., & Gray, P. (2006). How to Use the Internet in ELT. Pearson
Education India.
Taj, I. H. Ali, F. Sipra, M. A. Ahmad, W. (2017). Effect of Technology Enhanced
Language Learning on EFL Reading at Tertiary Level. Arab World English
Journal, 8 (1). DOI: https://dx.doi.org/10.24093/awej/vol8no1.9
Yang, S. C., & Chen, Y. J. (2007). Technology-enhanced language learning: A
case study. Computers in Human Behavior, 23(1), 860-879.
Zou, D., Xie, H., & Wang, F. L. (2018). Future trends and research issues of
technology-enhanced language learning: A technological perspective.
Knowledge Management & E-Learning, 10(4), 426–440.
Webb, M., & Doman, E. (2019). Impacts of flipped classrooms on learner
attitudes towards technology-enhanced language learning. Computer
Assisted Language Learning, 1-35.