Teaching Writing in the Age of Online Computers (original) (raw)
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Writing and Writing Instruction in the Digital Age
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A study examined the integration of computers into the writing practices of a ninth-grade remedial English class in an urban high school in the San Francisco area. Computers and word processors were introduced midway into the school year. The class was observed and recorded daily through the academic year, and all written work collected. Six students were selected for in-depth focus as they carried out writing tasks. Analysis focused on how classroom writing practices were structured and carried out and how students participated in writing tasks before and after the computers arrived. Although many changes accompanied the use of computers, the study concluded that the teacher's structuring of writing instruction had the greatest impact on both student writing and the ways computers entered into that writing. Findings suggest that computers do not function as independent variables in classrooms, but rather as part of a complex network of social and pedagogical interactions. (Six tables of data and five figures are included; 58 references are attached.) (SG) Abstract This study examines thd integration of computers into the writing practices of a remedial English class in an urban high school. Computers and word processors were invoduced mid-way into the school year. The class was observed and recorded daily throughout the academic year, and all written work collected. Six students were selected for in-depth focus as they carried out writing tasks. Analysis focuses on how classroom writing practices were structured and carried out and how students participated in writing tasks before and after the computers arrived. Although many changes accompanied the use of computers, the study concludes that the teacher's structuring of writing instruction had the greatest impact on both student writing and the ways computers entered into that writing. It is argued that computers do not function as independent variables in classrooms, but rather as part of a complex network of social and pedagogical interactions. , Rafi, a ninth grader, has been asked by his English teacher to help his classmate, Lynnette, edit her essay using the computers and word processors in the classroom. He is one of a few students who have learned how to check the spelling of a word processing file using the computerized spell checker. When Lynnette becomes annoyed with the way the spell checker highlights words and phrases in her story, Rafi responds with a tempered view of the technology:
A Historical Overview of Writing and Technology: Seeking the Right Instructional Tools for the Job
This chapter discusses the history of writing and technology and offers an overview of the integration of advances in the use of technology in the writing classroom. The author has framed this overview by highlighting the importance of selecting the most appropriate tool for any instructional task. Grounded in the belief that writing is a key skill for students to master for success in the classroom and, more importantly, beyond the classroom, this chapter is designed to open a theoretical and practical dialogue between readers and this book about how to best theorize and enact meaningful writing instruction in the digital age.
Digital Writing in English Language Writing Instruction
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Our students in twenty-first century are highly digital literate. The widespread use of technologies such as smart phones, tabs and so on have influenced the way they learn in writing. Students nowadays prefer literacy in digital rather than print form. Teaching writing is challenging as students often find it boring and tedious if it is taught traditionally. Therefore, teachers need to incorporate technology into teaching writing. This study explores the use of digital writing to enhance students’ learning in writing essays as well as motivate them to write and share their ideas with others. It was conducted as a case study among eight student teachers at an Institute of Teacher Education in Malaysia. Through the analyses of students’ work, reflective journal writing and interview, the findings illustrate a clear preference by the students towards digital writing approach than the traditional writing in print form. The approach of digital writing encouraged more writing process on ...
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In recent years, technology has been increasingly used in teaching in schools. Teachers and students use digital technology to make teaching-learning more effective and enjoyable. This situation has been supported by policies from schools that require teachers to use digital technology in teaching. This study's survey findings indicate that teachers already use digital technology in teaching, which can make students interested in learning English. This study also relates to the teacher's attitude toward learning writing skills using digital technology. This study employed interviews conducted by four English teachers at a school that mostly uses digital technology in teaching writing skills. These teachers affirm that digital technology can make teaching more accessible and make students interested in learning English.
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A social turn, such as the digital turn, is a recognized moment in time when a society changes its ways of thinking of reality. The digital turn is a recognized moment when our society began to think of reality through and within a digital perspective. This turn affects all aspects of our society, including education and academic writing. The impact on writing centers and tutoring has been profound. Since the digital turn, the digital tools commonly used to write and produce enable and determine our praxis as writers and writing tutors. Writers increasingly think in and through digital writing tools (Deuze 137), and we engage with students in this digitally-influenced process during tutoring sessions. Digital tools hook us and our students into searchable information reservoirs and provide multimodal narrative forms and scholarship. These tools also connect individual writers with community, and their infrastructures shape the social interactions of public- facing writers and collaborators.
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Grounded in teacher research (Cochran-Smith & Lytle, 1992), this study is designed to respond to the call to investigate the impact of incorporating new digital media on young students' engagement and performance in academic writing (Lankshear & Knobel, 2003). In doing so, the authors address two central and related questions. First, what is the impact of digital storytelling on primary grade students' motivation for writing and their writing skills and abilities within a process approach to writing? Second, in what ways do young children develop their identities as authors through digital storytelling? Data analysis reveals three themes that provide evidence of the power of digital storytelling to motivate and engage students in generating personal narratives and developing their writing and fluency skills within the five stages of the writing process. Implications for engaging in research over technology-integrated pedagogy are discussed. www.igi-global.com/chapter/italian-undergraduates-join-facebook-but-keep-a-criticaldistance/115077?camid=4v1a Social Media Activities: Understanding What Consumers Do in Social Media Kristina Heinonen (2014). Digital Arts and Entertainment: Concepts, Methodologies, Tools, and Applications (pp. 88-103).
FROM DIGITAL LITERACY TO LEARNING TO WRITE IN THE DIGITAL WORLD
The issue of digital literacy has raised concern of teachers as students have more opportunities to participate in the digital world writing. Not only does it embed extensive scope of impacts, but also it is gaining more popular yet little attention is fairly given. This paper is aimed to address such issues on the digital literacy skills and investigate students writing in the digital media (Twitter and Facebook). Data were taken from two courses (Material Development and Theory and Practice of Online Learning courses) assigning students to compose short types of writing in response to teachers' instructions. Results indicate that students should be made aware of the types of writing they have to write, the content, the length of the writing, and the register they should use in writing. It is recommended that teachers set up clear learning objectives, give clear instructions, and provide feedback for the students' writing.