Supporting Young Writers through the Writing Process in a Paperless Classroom

2014 ◽  
pp. 337-362 ◽  
Author(s):  
Rebecca S. Anderson ◽  
Jessica S. Mitchell ◽  
Rachael F. Thompson ◽  
Kim D. Trefz
Keyword(s):  
Writing Instruction ◽  
Writing Process ◽  
Process Approach ◽  
Digital Tools ◽  
Fifth Grade ◽  
Future Research ◽  
Digital Writing ◽  
Student Centered ◽  
Fifth Grade Students ◽  
Writing Tools

In this chapter, the authors describe fifth-grade students' perceptions of how digital tools support writing instruction in a paperless classroom. Extending a constructivist paradigm that embraces student-centered pedagogies, this study explores both the teacher's approach as well as the students' perceptions of the digital process approach to writing. An overview of each stage of the writing process is provided that includes research supporting digital writing tools for that stage. This is followed by the findings from each section which includes: 1) how the teacher implemented the digital writing tools, and 2) the students' perceptions of the digital tools. The chapter concludes by offering areas of future research as well as offering the limitations of the study.

Translating Traditional Writing Process Tools to Digital Ones

2015 ◽  
pp. 1406-1420
Author(s):  
Keri R. Franklin ◽  
Kathy Gibson
Keyword(s):  
Professional Development ◽  
21St Century ◽  
Writing Process ◽  
Digital Tools ◽  
Digital Writing ◽  
21St Century Literacies ◽  
Definition Of ◽  
K 12 ◽  
User Friendly ◽  
Writing Tools

This chapter offers user-friendly free applications to help teachers incorporate digital writing tools in their classrooms. The authors encourage a collaborative and inquiry-driven environment to help teachers implement new digital tools that can motivate students and develop 21st century writers. The authors use the NCTE's Definition of 21st Century Literacies (2013) to discuss digital writing tools. The authors offer a framework for scaffolding the introduction of these applications in K-12 classrooms and in professional development and align traditional writing process tools to digital writing tools.

Professional Development for Teaching Writing in a Digital Age

2016 ◽  
pp. 289-312
Author(s):  
Victoria Gillis ◽  
Megan Marshall
Keyword(s):  
Professional Development ◽  
Digital Age ◽  
Teaching Writing ◽  
Digital Tools ◽  
Future Research ◽  
Digital Environment ◽  
Digital Writing ◽  
Effective Professional Development ◽  
Teaching Of Writing ◽  
Writing Tools

This chapter addresses the issue of professional development as it relates to teaching writing in a digital environment. The goals of this chapter include describing the genres of digital writing tools currently in use, along with their affordances and constraints and the means by which teachers use these tools professionally. The authors explore leveraging affordances of digital writing tools to communicate with stakeholders and reflect on practice, and also describe effective professional development linked to the teaching of writing using digital tools. Finally, the authors address recommendations for future research.

Professional Development for Teaching Writing in a Digital Age

2014 ◽  
pp. 520-543
Author(s):  
Victoria Gillis ◽  
Megan Marshall
Keyword(s):  
Professional Development ◽  
Digital Age ◽  
Teaching Writing ◽  
Digital Tools ◽  
Future Research ◽  
Digital Environment ◽  
Digital Writing ◽  
Effective Professional Development ◽  
Teaching Of Writing ◽  
Writing Tools

This chapter addresses the issue of professional development as it relates to teaching writing in a digital environment. The goals of this chapter include describing the genres of digital writing tools currently in use, along with their affordances and constraints and the means by which teachers use these tools professionally. The authors explore leveraging affordances of digital writing tools to communicate with stakeholders and reflect on practice, and also describe effective professional development linked to the teaching of writing using digital tools. Finally, the authors address recommendations for future research.

Translating Traditional Writing Process Tools to Digital Ones

2014 ◽  
pp. 386-400
Author(s):  
Keri R. Franklin ◽  
Kathy Gibson
Keyword(s):  
Professional Development ◽  
21St Century ◽  
Writing Process ◽  
Digital Tools ◽  
Digital Writing ◽  
21St Century Literacies ◽  
Definition Of ◽  
K 12 ◽  
User Friendly ◽  
Writing Tools

This chapter offers user-friendly free applications to help teachers incorporate digital writing tools in their classrooms. The authors encourage a collaborative and inquiry-driven environment to help teachers implement new digital tools that can motivate students and develop 21st century writers. The authors use the NCTE's Definition of 21st Century Literacies (2013) to discuss digital writing tools. The authors offer a framework for scaffolding the introduction of these applications in K-12 classrooms and in professional development and align traditional writing process tools to digital writing tools.

scholarly journals Improving Science Learning Outcomes Through Two Stay Two Stray Assisted by Concrete Media

2020 ◽  
Vol 4 (3) ◽  
pp. 235
Author(s):  
Agung Kusuma Putra ◽  
I Nyoman Jampel ◽  
I Gusti Ngurah Japa
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Learning Model ◽  
Fifth Grade ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Student Centered ◽  
Fifth Grade Students ◽  
Lecture Method

Science learning is one of the subjects in elementary schools to be able to develop students' process skills related to natural phenomena that occur as a source of knowledge. Science learning should be student-centered, but the learning process is still teacher-centered and only uses the lecture method. This study aims to analyze the effect of the Two Stay Two Stray learning model (TSTS) assisted by concrete media on the science learning outcomes at fifth grade primary school 2019/2020. Quasi-experiments became the type of this study with a non-equivalent post-test only control group design study design. The population in this study were 211 elementary school students. Sampling is done through random sampling by lottery techniques. The sample in the experimental group was 22 students and the sample in the control group was 26 students. The science learning outcomes test is a multiple-choice instrument used when collecting data through instrument validation conducted by experts in the field of science and has been tested. The data obtained were then analyzed using the t-test with the polled variance formula which showed that tcount> t table (t count = 6.16> t table = 1.68). This means that there are significant differences in science learning outcomes between groups of students who are taught with the Two Stay Two Stray (TSTS) learning model assisted by concrete media and groups of students who are taught conventionally. Based on these results it can be concluded that the Two Stay Two Stray learning model (TSTS) assisted by concrete media affects the learning outcomes of fifth-grade students.

scholarly journals Developing performance instruments assessment of 5th grade elementary school students in integrated thematic learning

2021 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Ifan Awanda ◽  
Alben Ambarita ◽  
Rochmiyati Rochmiyati ◽  
Dwi Yulianti
Keyword(s):  
Elementary Schools ◽  
Student Performance ◽  
Descriptive Analysis ◽  
Fifth Grade ◽  
Future Research ◽  
Validity And Reliability ◽  
School Students ◽  
Fifth Grade Students ◽  
Assessment Performance ◽  
Thematic Learning

This study aims to develop an instrument for assessing student performance in elementary schools. The type of research and development used refers to the R&D theory of Borg and Gall. This study was conducted in three schools in Bandar Lampung. The sample data of this research were taken from the fifth-grade students of SD Negeri 1 Perumnas Way Halim. For data collection, observation, questionnaires, and documentation were employed, with descriptive analysis of the percentage of expert and practitioner validation, followed by instrument analysis for validity and reliability. This finding indicates that the assessment performance instruments of students in elementary schools were developed with theoretical and practical feasibility. Suggestions and limitations for future research are also discussed.

Impact of the InferCabulary App on Vocabulary Knowledge of Fifth-Grade Students With Disabilities

2019 ◽  
Vol 35 (4) ◽  
pp. 204-224
Author(s):  
Michael J. Kennedy ◽  
John Elwood Romig ◽  
Victoria J. VanUitert ◽  
Wendy J. Rodgers
Keyword(s):  
Student Learning ◽  
Students With Disabilities ◽  
Explicit Instruction ◽  
Vocabulary Knowledge ◽  
Fifth Grade ◽  
Future Research ◽  
Fifth Grade Students ◽  
Business As Usual ◽  
Core Characteristics ◽  
The Impact

There are multiple pathways for students with and without disabilities to learn new vocabulary terms. However, the number of empirically tested and validated multimedia options is surprisingly limited. In this study, researchers tested a commercially available app (InferCabulary) to evaluate the impact on vocabulary performance of fifth-grade students with and without disabilities. A key practice that can take many forms while maintaining its core characteristics is explicit instruction. Therefore, researchers paired the functionality of the app with explicit instruction to evaluate its impact on student learning. Based on a counterbalanced design across 6 alternating weeks accessing the app or teacher-led business-as-usual instruction, students scored higher on weeks when they used the app plus explicit instruction to learn new terms. Implications for future research are included.

scholarly journals Writing and Revision Strategies of Students With and Without Dyslexia

2020 ◽  
Vol 53 (3) ◽  
pp. 189-198
Author(s):  
Emma Sumner ◽  
Vincent Connelly
Keyword(s):  
University Students ◽  
Writing Process ◽  
Future Research ◽  
Typically Developing ◽  
Writing Quality ◽  
Digital Writing ◽  
Spelling Errors ◽  
Written Text ◽  
Research Students

Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared with 32 typically developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students with dyslexia made a higher number of spelling errors and their essays were rated as poorer than TD students. However, students with dyslexia were comparable to their peers on measures of time spent writing, amount of text produced, and the temporal analyses (handwriting execution, pause times). Students with dyslexia made significantly more revisions to spelling during and after transcription than their peers, although other revision behavior was similar across groups. Explanations for the finding of poor writing quality are explored. Importantly, the findings suggest that continued support with spelling and writing is needed for university students with dyslexia. Instruction directed toward effective revision strategies may also prove useful. Limitations and directions for future research are discussed.

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