Exploratory Study Using Self-Regulated Self-Development (SRSD) and Technology in the Context of the Classroom

Primary School Classroom Writing Interventions Using Technologies

“…It is relevant to know the strengths and challenges of using these resources in the classroom before using ICT in classroom teaching interventions (Bazerman et al 2017). In this way, it will be possible to make more informed decisions and anticipate procedures to deal with the possible challenges of the difficulties that can be encountered.…”

“…As previously mentioned, the learning process of writing, linear and multimodal, in the twentyfirst century is more complex and challenging than the different forms of writing, with multiliteracies (Cope and Kalantzis 2012;Kress 2003), and writing contexts such as the need to change the "traditional" pedagogical practices of a society lacking in ICT resources for innovative practices that create new learning opportunities (Kilpatrick et al 2014). It is, therefore, advisable to include in the current practices, the approach so that the teacher can create new opportunities of essential aspects such as: creativity, communication, and collaboration (Bazerman et al 2017;Buckingham 2007;Graham et al 2012;Jonassen 2007).…”

“…Session 9: Modeling the use of ICT in the writing of multimodal opinion texts, using rainbow mnemonic (Araújo et al 2019), exploring programs that involve image, sound, and video editing and multimodal opinion essay writing practices, using image, video, and sound editing programs (small groups); Session 10: Specific work in the area related to the specific objective: (a) theme and typologyidentification of different types of text and characteristics; (b) information coherence and adequacyidentification of gender, grade or tense concordance, synthesis of ideas, and correction of ideas in sentences; (c) structure and cohesionidentification of the essential aspects of texts (e.g., introduction, development, and completion), reinforcement of the learning process stages, and variations, as well as the exploration of the distinction between sentences and paragraphs in a text; (d) morphology and syntaxidentification of syntactic and no synthetic sentences; (e) vocabulary repertoireconstruction of word families, vocabulary areas, and identification of simple and compound words; and (f) spellingrules explanation and training/group play: identifying the rules and the correct spelling (small group/individual); Session 11: Sharing experiences with colleagues, e.g., explanation of what they did and what they learned and reading produced texts (if any). Writing practice of opinion essays in pairs (pairs); and.…”

“…However, there were very different perceptions of the students according to the usefulness in ICT for writing (Araújo 2017). These differences between students are expected, and it is consequently essential to observe and record them in the context of educational investigations, serving as a basis for further study in order to provide indicators of different forms of action by education professionals (Bazerman et al 2017).…”

“…In this context, writing implies the in-depth knowledge of the various contexts and situations of written communication, including the use of technologies (Bazerman et al 2017). Currently, in a semiotic perspective and multiliteracies, writing assumes a multidimensional and dynamic nature that integrates the use of linguistic, visual, spatial, gestural, and audio characteristics, as well as emphasizes the role of design (in production and presentation) in the construction of textual meaning, where visual representations of ideas gain space (CAST 2011; Campbell and Ballast 2011; Cope and Kalantzis 2012; Rose et al 2005;Rose and Meyer 2006;Wolf et al 2016).…”