Cloud‐Based Collaborative Writing and the Common Core Standards

Abstract

The Common Core State Standards emphasize the integration of technology skills into English Language Arts (ELA) instruction, recognizing the demand for technology‐based literacy skills to be college‐ and career‐ ready. This study aims to examine how collaborative cloud‐based writing is used in in a Colorado school district, where one‐to‐one computer access with netbooks and open source software is provided to all students. Specifically, this paper highlights how the middle school students’ online writing align with the specific domains of the Common Core ELA Standards. Implications for practices are also discussed based on the challenges and affordances of using cloud‐based collaborative writing in the district.

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

“…Newer technologies that allow many-to-many communication benefit writing by allowing more revision and feedback (Kessler et al, 2012) while producing, rather than after producing (Abdul Aziz & Hoon, 2015). More particularly, cloud computing benefits writing development as proved in several studies (e.g., Limbu, 2012;Orehovački, 2011;Yim et al, 2014). According to Zheng, Lawrence, Warschauer, and Lin (2015), cloud-based technology can improve students' writing and engage them in fruitful interactions with readers.…”

“…Cloud-based technology is one of the significant tools of web communications (Limbu, 2012) employing the Internet and enormous remote servers to save files, software, and applications so that mobile devices or computers can reach (Lin, Yu, & Wang, 2014). Low cost, convenient interface, accessibility, sharing features, and most importantly, a higher efficiency in supporting collaboration (Yim, Warschauer, Zheng, & Lawrence, 2014) are all potential affordances that make cloud-based technologies more attractive than traditional learning environments (Smith & Caruso, 2010). Cloud-based technologies do not only act as a means for collaboration, but as an essential component of collaboration (Zhou, Simpson, & Domizi, 2012).…”

“…The collaborative potential of cloud tools and the widespread availability of social software in L2 teaching have brought a renewed attention to collaborative writing (Li & Kim, 2016;Liou & Lee, 2013;Liu, Liu, & Liu, 2018;Wang, 2016;. Therefore, cloud-based collaborative writing (henceforth CBCW) is viewed as a means to integrate technology into writing instruction (Yim et al, 2014) through facilitating content construction (Elola & Oskoz, 2010) and enhancing learner-to-learner writing (Strobl, 2015).…”

“…Research suggests that CBCW is particularly beneficial for L2 student writers as it provides them with new opportunities to participate in writing and show the texts they created in a nonthreatening atmosphere (Yim et al, 2014) with little limitation on time and space (Yim & Warschauer, 2019). In this way, writers will have the opportunity to collaborate as well as share and develop their writing techniques (Limbu, 2012).…”

Exploring and Supporting Today's Collaborative Writing

“…Therefore, academic publications are co---authored more than ever before (Wuchty et al 2007). Middle school students and second---language learners are also using online editors to practice their English writing skills together with their instructors, as it is easy for instructors to either comment or directly edit students' writing (Yim et al 2014). College students are taught how to write class assignments in groups, partially because companies expect employees to be capable of writing documents (e.g., progress reports and meeting minutes) with their colleagues ).…”