Underutilized Technology Solutions for Student Writing

2020 ◽  
Vol 56 (2) ◽  
pp. 99-106
Author(s):  
Amber Rowland ◽  
Sean J. Smith ◽  
K. Alisa Lowrey ◽  
Naheed A. Abdulrahim
Keyword(s):  
Writing Instruction ◽  
Writing Strategies ◽  
Student Writing ◽  
Teacher Planning ◽  
Student Needs ◽  
Struggling Writers ◽  
Online Tool ◽  
The Common ◽  
Available Technology ◽  
Support Teacher

This article provides key considerations and step-by-step procedures useful for any teacher to use when planning to enhance their writing instruction with technology. This includes understanding current writing initiatives as well as recognizing the common behaviors of skilled and struggling writers. Four types of underutilized, yet commonly available technology families are described with associated online tool exemplars. These tools can be used during writing instruction across educational settings to support varying student needs. Recommendations are also made for a step-by-step approach to embedding technology within various components of writing (i.e., prewriting, research, drafting, editing, proofreading) that allows for implementation of writing strategies paired with commonly available technology. Finally, guidelines are shared to support teacher planning and implementation of effective writing strategies supported with technology.

Technology-mediated writing: It’s not how much, but the thought that counts

2021 ◽  
pp. 204275302199638
Author(s):  
Kelley Regan ◽  
Anya S Evmenova ◽  
Melissa D Hughes ◽  
Maria P Rybicki-Newman ◽  
Boris Gafurov ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Sixth Grade ◽  
Future Research ◽  
Student Writing ◽  
Writing Quality ◽  
Struggling Writers ◽  
Group Design ◽  
Present Group

Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for practice and future research are discussed.

scholarly journals The Effectiveness of Application of Writing Strategies in Writing Instruction

2017 ◽  
Vol 8 (2) ◽  
pp. 355
Author(s):  
Chenrong Han
Keyword(s):  
Writing Instruction ◽  
Second Language Writing ◽  
Writing Strategies ◽  
Sociocultural Perspective ◽  
Strategy Research ◽  
Future Directions ◽  
Writing Research ◽  
Writing Strategy ◽  
English Majors ◽  
Language Writing

Research on writing strategies has been a well-established field in second language writing research and the application of writing strategies in pedagogy has been widely acknowledged to effectively improve the process and product of English composition. This article explores how English as a foreign language learner’s writing strategy use within both traditional cognitive views and sociocultural perspective. While ESL composition research actively investigates writing strategies on English majors in university, less attention has been directed to non-English majors and their composing situations differ from those of English majors. This article attempts to begin to fill this gap. The findings from this study are concluded about the specific solutions that can be practiced in writing instruction and suggest future directions of writing strategy research.

scholarly journals Writing as Responsive, Situated Practice: The Case for Rhetoric in Canadian Writing Studies

2019 ◽  
Vol 29 ◽  
pp. 160-172
Author(s):  
Michael Lukas ◽  
Tim Personn
Keyword(s):  
Decision Making ◽  
Writing Instruction ◽  
Writing Studies ◽  
Student Writing ◽  
Discourse Communities ◽  
Situated Practice ◽  
Technical Solutions

This article responds to a widely held presumption that ineffective student writing in Canadian classrooms can be resolved through technical solutions on the model of the popular Grammarly app.  In contrast, this article suggests that a solution to the problem of writing instruction should focus on how to teach argument through rhetoric as a responsive, situated practice that occurs within different dynamic discourse communities. The article makes this case by recommending a renewed emphasis on the rhetorical concept of kairos, which provides students with an ethical comportment for decision-making in a pluralistic and uncertain world. This article concludes with a call for revitalized interdisciplinary attention to rhetoric in Canadian writing studies and programs.

scholarly journals Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

2019 ◽  
Vol 8 (1) ◽  
pp. 87-98
Author(s):  
Andy Buchenot ◽  
Tiffany Anne Roman
Keyword(s):  
Active Learning ◽  
Writing Instruction ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Student Writing ◽  
Technology Enhanced Learning ◽  
Composition Course ◽  
Technological Affordances ◽  
Enhanced Learning

Active Learning Classrooms provide several advantages for teaching and learning by offering many physical and technological affordances that one can choose from when designing instruction. For courses where student writing is central activity to course learning outcomes, a challenge exists in that the innovative digital technologies may hide the opportunity to incorporate non-digital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within technology-enhanced learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies, describing the rationale for the design decisions in an introductory composition course through a design case model. Classroom applications are discussed for physical learning spaces where student writing is incorporated into overall course learning activities.

A Framework for Developing Robust Online Professional Development Materials to Support Teacher Practice under the Common Core

2014 ◽  
pp. 719-731
Author(s):  
Theodore Kopcha ◽  
Keri Duncan Valentine
Keyword(s):  
Professional Development ◽  
Common Core ◽  
Teaching Practices ◽  
Teacher Practice ◽  
Mathematical Discourse ◽  
Online Professional Development ◽  
Emergent Perspective ◽  
The Common ◽  
Mathematics Professional Development ◽  
Support Teacher

The purpose of this chapter is to present a framework for developing online professional development materials to support teachers as they adopt the Common Core standards. The framework builds conceptually from the principles associated with successful mathematics professional development on the teaching practices that support productive mathematical discourse in the classroom. The framework was applied to online materials developed from an emergent perspective (Cobb & Yackel, 1996) in the context of the Common Core fractions standards at the elementary level. Implications for the use of the framework to guide the selection, development, and implementation of mathematics professional development are discussed.

scholarly journals ONLINE INTERACTION TOOLS: IMPACTS ON STUDENTS’ PARTICIPATION AND LEARNING

2020 ◽  
Author(s):  
Mahsa Khalili ◽  
Peter M. Ostafichuk
Keyword(s):  
Real Time ◽  
Classroom Participation ◽  
Online Interaction ◽  
Online Tool ◽  
Classroom Activities ◽  
Audience Interaction ◽  
Response Systems ◽  
Asking Questions ◽  
The Common ◽  
Answering Questions

Shyness, low self-esteem, and fear of peer/instructor’s judgment are among the common factors hindering students’ participation (e.g., asking/answering questions) in classrooms. In this regard, anonymous response systems such as iClickers have been used to improve students’ engagement in classroom activities. Although iClickers can enhance students’ participation, they promote one-way interactions only (i.e., students answering questions). Online interaction platforms are alternatives to traditional clickers that provide more flexibility for students and allow them to answer/ask questions in real-time. In this study, we investigated the use of an online tool that allows for real-time presentation of the lecture’s slides integrated with an audience interaction platform for anonymous classroom participation. The findings of our study provide evidence regarding the positive impacts of using this tool (e.g., improved classroom participation through asking questions and voting in polls) in an undergraduate Mechanical Engineering Design course. We discuss the potential improvements that can be made to the implementation of this approach in future courses to enhance students engagement when using this interactive tool. 

scholarly journals “Caught in the Nets of ‘Discipline’”: Understanding the Possibilities for Writing Teachers’ Resistance to Standardization in Local Policy

2018 ◽  
Vol 33 (1) ◽  
pp. 88-110
Author(s):  
Bryan J. Duarte ◽  
Curtis A. Brewer
Keyword(s):  
Policy Analysis ◽  
Writing Instruction ◽  
Student Writing ◽  
Local Policy ◽  
Multiple Forms ◽  
Writing Teachers ◽  
Critical Policy Analysis ◽  
Mandated Curriculum ◽  
Critical Policy

This article contributes to the practice of critical policy analysis by using de Certeau’s concept of consumption to analyze how writing teachers resist policies that work to systemize and commodify student writing. Through narratives, we represent the ways teachers tactically and strategically sidestepped the mandated curriculum in an effort to support their sociocultural views of writing. We use a poem built from participant responses to represent discomfort that teachers felt from dominant forms of organization that tried to define writing instruction. These multiple forms of representation extend the practice of critical policy analysis by allowing us to evoke the grind of resistance to local policy.

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