1.+Introduction

Introduction to THE ENGLISH CLASSROOM Over recent years, **technological development** has influenced schools to use **technologies for educational purposes** and as a result, students are immersed in new technologies (Wadham, Pudsey and Boyd, 2007, 250). Technology is embarking on a new phase in the classrooms of the future as technology has become an **essential tool for lifelong learning** (Tomei, 2003, vi, vii).

Therefore, this wiki is a **planning guide** for teachers implementing **Information and Communication Technologies** (ICTs) into their **year nine English classroom** to enhance student engagement in learning experiences as well as assist students in becoming competent, discriminating, creative and productive users of ICTs (Queensland Studies Authority (QSA), 207, 1).

'The English Classroom' wiki will focus on a specific learning activity; where students are working towards producing a **short story** and in preparation will be learning about **narrative structure**, **point of view**, **characterisation**, **figurative language** and **vivid language**, and the **narrative hook**, in innovative ways **through the use of ICTs**.

Although teachers can use this wiki as a planning guide for their own teaching and learning activities, both parents and students will find this wiki useful. For instance:


 * In the **curriculum** section you will find **curriculum documents** such as the Information and Communication Technologies (ICTs) **Cross-curriculum priority by the end of year nine**, the **Technology Essential Learnings by the end of year nine**, as well as the **English Essential Learnings by the end of year nine**. This section aims to **assist teachers with planning their lessons and units** to ensure any proposed teaching and learning experiences **align** with these important curriculum documents


 * In the **resources** section there are a number of different resources that **focus on creative writing**. In particular, **narrative structure, point of view, characterisation, figurative language, vivid language** and **narrative hook**. This section will not only assist teachers with planning their lesson content, but may also be **helpful for students** to look at in order to develop their understanding of these concepts.


 * In the **student space**, there is a brief description of the **assessment task** students have been working towards in this creative writing unit as well as **three tasks for students to complete** in order for the teacher to gain an understanding of the students' understanding so far. Each task involves the use of a **web2.0 tool** in order to assist students in becoming competent, discriminating, creative and productive users of ICTs (Queensland Studies Authority (QSA), 207, 1).