Using Digital Tools to Teach Writing in K-12 Classrooms

2013 ◽  
pp. 10-26 ◽  
Author(s):  
Rebecca S. Anderson ◽  
Gretchen S. Goode ◽  
Jessica S. Mitchell ◽  
Rachael F. Thompson
Keyword(s):  
New Literacies ◽  
Collaborative Writing ◽  
Digital Tools ◽  
Future Research ◽  
Content Area Writing ◽  
Socially Constructed ◽  
Online Tools ◽  
Future Research Directions ◽  
Writing Pedagogies ◽  
K 12

The purpose of this chapter is to provide four examples from K-12 classrooms that use a variety of current, research-based online tools for teaching the following writing pedagogies: (1) process writing, (2) cultural studies, (3) content area writing, and (4) collaborative writing. Each classroom example includes supporting research, a teacher story, variations and barriers of technology tools, and additional website resources. These examples adapt five of Leu’s (2002) new literacies principles: (1) change is a defining element of the new literacies, (2) literacies build on and complement previous literacies, (3) new literacies require new forms of strategic knowledge, (4) new literacies are socially constructed, and (5) the teacher’s role becomes even more important within the new literacies. The chapter concludes with future research directions for using digital tools to teach writing.

Using Digital Tools to Teach Writing in K-12 Classrooms

2013 ◽  
pp. 10-26 ◽  
Author(s):  
Rebecca S. Anderson ◽  
Gretchen S. Goode ◽  
Jessica S. Mitchell ◽  
Racheal F. Thompson
Keyword(s):  
New Literacies ◽  
Collaborative Writing ◽  
Digital Tools ◽  
Future Research ◽  
Content Area Writing ◽  
Socially Constructed ◽  
Online Tools ◽  
Future Research Directions ◽  
Writing Pedagogies ◽  
K 12

The purpose of this chapter is to provide four examples from K-12 classrooms that use a variety of current, research-based online tools for teaching the following writing pedagogies: (1) process writing, (2) cultural studies, (3) content area writing, and (4) collaborative writing. Each classroom example includes supporting research, a teacher story, variations and barriers of technology tools, and additional website resources. These examples adapt five of Leu’s (2002) new literacies principles: (1) change is a defining element of the new literacies, (2) literacies build on and complement previous literacies, (3) new literacies require new forms of strategic knowledge, (4) new literacies are socially constructed, and (5) the teacher's role becomes even more important within the new literacies. The chapter concludes with future research directions for using digital tools to teach writing.

scholarly journals COMPUTER-ASSISTED COLLABORATIVE WRITING AND STUDENTS’ PERCEPTIONS OF GOOGLE DOCS AND WIKIS: A REVIEW PAPER

2020 ◽  
Vol 4 (1) ◽  
pp. 15-27
Author(s):  
Husam Masaoud Alwahoub ◽  
Mohd Nazri Latiff Azmi ◽  
Mohammad Halabieh
Keyword(s):  
Web 2.0 ◽  
Collaborative Writing ◽  
Recent Decade ◽  
Future Research ◽  
Computer Assisted ◽  
Extensive Literature ◽  
Google Docs ◽  
Teachers Perceptions ◽  
Promising Area ◽  
Future Research Directions

Computer-assisted collaborative writing has been gradually employed in L2 and FL contexts due to the introduction of Web 2.0 applications and tools (i.e., Google Docs and wikis) and its benefits in developing learners’ writing skills. Accordingly, extensive literature that dealt with computer-assisted collaborative learning and learners’ perceptions towards this activity has been condensed on shelves by time passing. Thus, a review of former studies over the recent decade is called forth aiming to ameliorate the difficulties of reaching this literature and to awaken broadened knowledge in this promising area. This paper reviewed and discussed about 40 relevant articles published from 2011 to 2019 that dealt with computer-assisted collaborative writing using Web 2.0 tools, precisely Google Docs and wikis, and learners’ perceptions towards this activity (computer-assisted collaborative writing) and tools. All the articles were selected according to specific criteria, where only a true collaborative writing peer-reviewed articles were selected. After that, two main themes were synthesized: (a) collaborative writing outcomes and (b) students’ perceptions, and specific research components in relation to each theme were further reviewed and summarized using illustrative tables. Drawing on the review of this literature, the researchers discuss pedagogical implications in terms of technology integration and writing development and address future research directions including systematically reviewing this topic with teachers’ perceptions of computer-assisted collaborative writing.

Community of Inquiry as Teacher Professional Development in China

2017 ◽  
pp. 100-118 ◽  
Author(s):  
Hiller A. Spires ◽  
Shea N. Kerkhoff ◽  
Meixun Zheng
Keyword(s):  
Professional Development ◽  
Community Of Inquiry ◽  
New Literacies ◽  
Future Research ◽  
Pedagogical Change ◽  
Teachers Perceptions ◽  
Reform Agenda ◽  
Depth Analysis ◽  
Teacher Professional ◽  
K 12

Over the past decades, improving teacher instructional quality has been a top priority in the Chinese government's K-12 educational reform agenda. Within this reform context, the purposes of this chapter are to share: (a) a community of inquiry model of professional development on new literacies that is being used with teachers in China; and (b) qualitative data from three teachers' perceptions of the professional development, their classroom practices, and challenges they are confronting as they implement changes in their educational system. Emerging themes indicated that teachers embraced pedagogical change along a continuum, from resistant to completely open, within the context of their school culture. Challenges to pedagogical change included teacher cultural identity and lack of time and commitment needed for implementation. Future research will include more in-depth analysis of the change process that Chinese teachers embrace as they conceptualize and apply new literacies and innovative pedagogies in their classrooms.

Online Collaborative Learning in Pre-Service Teacher Education

2021 ◽  
pp. 2032-2048
Author(s):  
Elif Nagihan Gokbel
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Technologies ◽  
Collaborative Tools ◽  
Online Tools ◽  
Future Research Directions ◽  
Collaboration And Communication

Technology-enhanced collaborative learning has become attractive in higher education. Teacher education programs have made extensive efforts for meaningful use of online technologies for collaboration and communication. This review aims to synthesize a comprehensive literature review on PSTs' collaborative learning with online tools. First, the review revealed that the number of articles published has increased especially in the last five years with contributions from researchers around the world. Second, there were three types of online technologies used mainly for collaboration in PST education: Asynchronous, synchronous, and social media tools. Third, online tools for collaboration were reported as mainly beneficial in PSTs' education contexts. Forth, while there are notable exceptions, challenges to integrate online collaboration tools in PSTs' education programs were scant. Finally, there were various instructional practices where educators integrated online collaborative tools for learning. Future research directions are elaborated.

scholarly journals A Review of Empirical Research on Transformational School Leadership in China (2010–2019)

2020 ◽  
pp. 209653112094224
Author(s):  
Yanzheng Li
Keyword(s):  
School Leadership ◽  
Mixed Method ◽  
School Level ◽  
Future Research ◽  
Research Directions ◽  
Future Studies ◽  
Chinese Studies ◽  
Future Research Directions ◽  
K 12 ◽  
Level Variable

Purpose: The purpose of this literature review is to investigate the effectiveness of transformational school leadership (TSL) in Chinese K–12 settings between 2010 and 2019. The main objective is to provide a comprehensive understanding of TSL research in China and identify possible future research directions. Design/Approach/Methods: Vote counting method and narrative synthesis were applied in this review. Findings: This review found the majority of the studies were quantitative, which indicates that qualitative and mixed-method studies should be encouraged. This review also identified 12 major outcome variables, including 9 teacher-level variables, 2 school-level variables, and 1 student-level variable. Additionally, the effects of transformational leadership on these outcome variables were uniformly significant, including both direct and indirect effects. Future studies should expand the scope of school-level and student-level outcome variables, but particularly student-level outcome variables. Originality/Value: This is the first systematic review on the effectiveness of TSL research in China, which included both English and Chinese studies.

Online Collaborative Learning in Pre-Service Teacher Education

2020 ◽  
pp. 288-304
Author(s):  
Elif Nagihan Gokbel
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Technologies ◽  
Collaborative Tools ◽  
Online Tools ◽  
Future Research Directions ◽  
Collaboration And Communication

Technology-enhanced collaborative learning has become attractive in higher education. Teacher education programs have made extensive efforts for meaningful use of online technologies for collaboration and communication. This review aims to synthesize a comprehensive literature review on PSTs' collaborative learning with online tools. First, the review revealed that the number of articles published has increased especially in the last five years with contributions from researchers around the world. Second, there were three types of online technologies used mainly for collaboration in PST education: Asynchronous, synchronous, and social media tools. Third, online tools for collaboration were reported as mainly beneficial in PSTs' education contexts. Forth, while there are notable exceptions, challenges to integrate online collaboration tools in PSTs' education programs were scant. Finally, there were various instructional practices where educators integrated online collaborative tools for learning. Future research directions are elaborated.

Building Engagement in K-12 Online Learning

2019 ◽  
pp. 171-192
Author(s):  
Kristin Kipp ◽  
Kerry L. Rice
Keyword(s):  
Online Learning ◽  
Classroom Practices ◽  
Learning Experience ◽  
Future Research ◽  
Learner Engagement ◽  
Research Directions ◽  
Future Research Directions ◽  
Definition Of ◽  
K 12

Engagement refers to a learner's interest in their own learning. Engaged students care about what they are learning and spend the time necessary to learn more. Learner engagement leads to increased achievement in a course and also increased satisfaction with the learning experience. This chapter explores elements of engagement from both a researcher and practitioner perspective. The authors explore the definition of engagement along with an explanation of the most influential theories of engagement. They also explain what classroom practices are most likely to build engagement and suggest future research directions.

The Disruptive Potential of Critical Writing Pedagogies in Elementary Literacy Methods Courses

2020 ◽  
pp. 29-55
Author(s):  
Rebecca Woodard ◽  
Kristine M. Schutz
Keyword(s):  
Writing Pedagogy ◽  
Methods Course ◽  
Future Research ◽  
Social Forces ◽  
Methods Courses ◽  
Critical Writing ◽  
Social Agents ◽  
Literacy Methods ◽  
Writing Pedagogies ◽  
K 12

This chapter shares three portraits of practice from the authors' implementation of a critical writing pedagogy in an elementary ELA methods course. Critical writing pedagogies that acknowledge writing as a sociopolitical act, consider power relations and broad social forces, and position youth as social agents are uncommon in both k-12 and teacher education contexts. In sharing rich descriptions of a theoretically-driven literacy methods courses, the chapter explores how pre-service teachers engaged with and responded to three specific aspects of the course: the course launch, the use of critical reading to support writing, and a critical writing workshop. The authors discuss the tensions they experienced in their attempts towards multiple kinds of disruption and conclude with recommendations for future research.

scholarly journals Trends and Patterns in Distance Education (2014–2019): A Synthesis of Scholarly Publications and a Visualization of the Intellectual Landscape

2021 ◽  
Vol 22 (2) ◽  
pp. 19-45
Author(s):  
Aras Bozkurt ◽  
Olaf Zawacki-Richter
Keyword(s):  
Distance Education ◽  
Educational Technology ◽  
Digital Tools ◽  
Future Research ◽  
Open Education ◽  
Bibliometric Data ◽  
Research Directions ◽  
Bibliographic Analysis ◽  
Scholarly Publications ◽  
Future Research Directions

The field of distance education (DE) is dynamic and constantly evolving; it reflects and adapts according to changes in socio-cultural, demographic, political, and technological domains. Thus, there is a need to understand past and present activities in the field, in order to better inform future research. The main purpose of this study was to examine DE research through data mining and analytics approaches, using social network analysis (SNA) and text mining to conduct a bibliographic analysis. The findings highlighted three main strands of DE research: (a) issues related to open education; (b) the design, support, and quality assurance of online DE; and (c) the implementation and use of educational technology, media, and digital tools. SNA of the bibliometric data identified pivotal theoretical contributions, including that the fields of distance education and educational technology converge. The article concludes with recommendations for future research directions.

Supporting the Development of Writing Abstraction with Technology

2014 ◽  
pp. 363-385
Author(s):  
Kevin M. Oliver ◽  
Ruie J. Pritchard
Keyword(s):  
Web 2.0 ◽  
The Self ◽  
Digital Tools ◽  
Future Research ◽  
Communication Tools ◽  
Research Directions ◽  
Sensory Stimuli ◽  
Multiple Modes ◽  
Future Research Directions ◽  
Past Experiences

This chapter overviews the concept of writing abstraction as conceptualized by Moffett (1992a) as two progressions writers must learn to negotiate. In the first progression on audience, students learn to make verbalizations to the self, then write informally to peers who understand the student's language, then formally to distant others who require more abstract or culturally accepted conventions. In the second progression on topic, students learn to write about sensory stimuli experienced, then to retell past experiences, and finally to propose more abstract generalizations and theory. To help students develop the capacity for writing across these continua, the authors recommend emerging communication tools and networks for accessing and writing to increasingly distant others, as well as emerging Web 2.0, multimedia, and research tools for capturing and writing about experiences or conceptualizing generalizations and theory. The chapter closes by noting future research directions in writing across audience and multiple modes with digital tools.

Sign in / Sign up

Export Citation Format

Share Document