Audience Awareness in a Technology-Rich Elementary Classroom

Baker, Elizabeth A.; Rozendal, Mary S.; Whitenack, Joy W.

doi:10.1080/10862960009548086

Cited by 21 publications

(11 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Social media, which supports written interactions, could thus provide a favorable environment for heightening students' audience awareness and sense of authorship. Baker et al (2000) examined fourth graders' writing in a computer-rich environment (including computer-generated animations, bulletin boards, and multimedia slideshows), and reported that the students became more aware of their audience through interacting in the environment. This awareness further influenced students' writing in various dimensions including topic selection, incorporation of different modalities, and the revision process.…”

mentioning

confidence: 98%

Participation, interaction, and academic achievement in an online discussion environment

Zheng

Warschauer

2015

Computers & Education

View full text Add to dashboard Cite

mentioning

confidence: 98%

Participation, interaction, and academic achievement in an online discussion environment

Zheng

Warschauer

2015

Computers & Education

View full text Add to dashboard Cite

“…In this sense, they viewed themselves as their primary audience. Baker, Rozendal, and Whitenack () discussed how the nature of audience is shifting in our technological world. They argued that traditional views of audience provide a clear distinction between author and audience.…”

Section: Resultsmentioning

confidence: 99%

Apps,iPads, and Literacy: Examining the Feasibility of Speech Recognition in a First‐Grade Classroom

Baker

2016

Reading Research Quarterly

View full text Add to dashboard Cite

A B S T R A C TInformed by sociocultural and systems theory tenets, this study used ethnographic research methods to examine the feasibility of using speech recognition (SR) technology to support struggling readers in an early elementary classroom setting. Observations of eight first graders were conducted as they participated in a structured SR-supported writing center four days a week for five months. Participant observation, field notes, transcripts of audio and video recordings, and student artifacts (classroom worksheets, SR screenshots, and writing center compositions) were used to document students' use of SR as they wrote assigned compositions. Data analysis was recursive and ongoing. Constant comparison of in actu theoretical notes was used to form provisional patterns and develop and refine hypotheses. Triangulation of data sets, triangulation of informants, and negative case analyses were used to (dis)confirm hypotheses. Findings indicate that using SR was supportive of these struggling readers. Previous concepts of SR as an isolated entity and of the Language Experience Approach as cumbersome and reifying teacher hegemony are examined. Graphosemantic awareness, new literacies, and the possibilities for supporting struggling readers of all ages across expansive geographies are discussed. Finally, child safety, tensions between student independence and lost opportunities for teacher metacognitive modeling, questions about encoding as a viable or antiquated skill, and the need for additional research conducted in classroom settings to grasp sociocultural insights are discussed.

show abstract

“…Matthewman and Triggs suggest this is legitimate activity that challenges assumptions about the nature of the writing process. Baker, Rozendal and Whitenack (2000) similarly draw from observation to explore how digital contexts may transform classroom literacy practices. They note how children's sense of audience is increased as their work is unavoidably displayed to others when writing on‐screen.…”

Section: Studies Using Predominantly Qualitative Methodsmentioning

confidence: 99%

“…Baker et al (2000) similarly draw from observation to explore how digital contexts may transform classroom literacy practices. They note how children's sense of audience is increased as their work is unavoidably displayed to others when writing on screen.…”

Section: In Mott and Klomesmentioning

confidence: 99%

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Burnett

2009

Journal Research in Reading

View full text Add to dashboard Cite

Division of Education and Humanities Collegiate CrescentSheffield S10 2BP c.burnett@shu.ac.uk 3Research into literacy and technology in primary classrooms: an exploration of the kinds of understandings generated by recent studies AbstractWhilst much has been written about the implications for 'literacy' for practices surrounding digital technologies (Gee, 2000a;Luke and Carrington, 2002;Snyder, 1998), there has been surprisingly little research investigating new literacies in primary classrooms (Andrews, 2003; Reinking, 2003: Lankshear andKnobel, 2003). This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000-2006. It uses Green's distinction between 'operational', 'cultural' and 'critical' dimensions of primary literacy (Lankshear and Bigum, 1999;Snyder, 2001) to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts.

show abstract

Audience Awareness in a Technology-Rich Elementary Classroom

Cited by 21 publications

References 31 publications

Participation, interaction, and academic achievement in an online discussion environment

Participation, interaction, and academic achievement in an online discussion environment

Apps,iPads, and Literacy: Examining the Feasibility of Speech Recognition in a First‐Grade Classroom

Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies

Contact Info

Product

Resources

About