ICT-Driven Writing and Motor Skills: A Review

Patiño, John Fredy; Calixto, Andrés Leonardo; Laverde, Andrés Chiappe; Almenarez, Fanny Teresa

doi:10.26822/iejee.2020562139

Cited by 7 publications

(5 citation statements)

References 62 publications

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“…Según los datos, en los años 2021-2023 se publicó el mayor número de trabajos científicos relevantes para la enseñanza de la preescritura en educación inicial. Esta investigación explora y analiza las numerosas publicaciones que los países han realizado sobre el tema de la enseñanza de la preescritura para niños (Patiño et al, 2020). Según Alemu (2020), los procesos de preescritura y escritura son cruciales para el desarrollo y el éxito de un individuo en su vida social y profesional, los cuales dependen en gran medida de que padres y docentes trabajen juntos para crear oportunidades para que los niños crezcan y se desarrollen en el ambiente escolar y en casa.…”

Section: Discussionunclassified

Teaching prewriting in early childhood education: a Scopus bibliometric study

Velásquez-Dacosta,

Cury-Britto,

Dávila-Panduro

et al. 2023

Salud, Ciencia y Tecnología - Serie de Conferencias

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El presente estudio tuvo como objetivo realizar un análisis bibliométrico sobre la enseñanza de la preescritura en educación inicial utilizando en Scopus de 2003 a 2023. La metodología se fundamentó en un estudio de datos bibliométricos para cuantificar la producción científica. Se seleccionaron 41 documentos de Scopus para el estudio en función de su relevancia y las palabras clave en inglés (teaching AND prewriting, initial AND education). Los resultados mostraron que el aumento más significativo de la producción científica se produjo entre 2021 y 2023 (n=13; 32 %). Además, la fuente Journal of Educational Psychology tuvo 3 publicaciones y 1588 citas, mientras que Graham, S. fue el autor más referenciado (691 citas; 4 documentos). La mayor parte de estas publicaciones (76 %) fueron artículos de investigación en los ámbitos de las ciencias sociales (46 %), artes y humanidades (17 %) y psicología (14 %). Se concluye que la diversidad temática, autorías, fuentes y recursos disponibles han ido en aumento con respecto a la enseñanza de la preescritura en educación inicial. Así pues, este análisis bibliométrico sirve de marco para futuras investigaciones al presentar un sustento documentado.

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Section: Discussionunclassified

Teaching prewriting in early childhood education: a Scopus bibliometric study

Velásquez-Dacosta,

Cury-Britto,

Dávila-Panduro

et al. 2023

Salud, Ciencia y Tecnología - Serie de Conferencias

View full text Add to dashboard Cite

show abstract

“…In addition, it is stated that the time required to write a letter varies according to the shape and size of the letter, and since the shapes of some letters are easier to produce because they are simple, the writing time of each letter is not equal (Güneş, 2016). Writing is a skill that requires gross and fine motor skills and should be supported in early childhood through play-based learning environments and lessons such as physical education (Patiño et al 2020).In addition to these, it can be said that the method used to measure the writing speed (dictation or copying) is one of the factors that causes differences in writing speed.…”

Section: Limitations Of the Research And Future Directionsmentioning

confidence: 99%

Handwriting Speeds of 4th–8th Grade Students

Yekeler¹,

Yıldız²,

Aktaş³

et al. 2022

iejee

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For the effective expression of feelings and thoughts, handwriting should be produced fluently at a certain speed. The aim of this study was to examine the development of handwriting speeds in 4th–8th grade primary and secondary school students in terms of somevariables. In line with this aim, answers were sought to the question, “Do 4th–8th grade primary and secondary school students’ handwriting speeds differ significantly depending on their grade, gender, hand preference, and handwriting style?” The study was designed inthe survey method, and the study group consisted of 322 students attending the 4th, 5th, 6th, 7th, and 8th grades of primary and secondary school. A form developed by the researchers for all grade levels was usedas the data collection tool in the study. In the data collection process, the students were required to copy a given text within one minute. The research results revealed that while the primary and secondary school students’ handwriting speeds differed significantly according to their grade level, gender, and handwriting style, they did not differ significantly according to their hand preferences. As the grade level increased, mean handwriting speeds also increased. Female students wrote faster than male students. Students using the manuscript handwriting style wrote faster than students who used the cursive handwriting style.

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“…Patiño, Calixto, Chiappe and Almenarez ( 2020) justify that the pervasive incorporation of Information and Communication Technologies (ICT) in writing assists primary ESL learners to build words, acquire a lexicon and collectively create coherent sentences and texts. With the current existence of salient technology, several studies on ICT in the subject of writing have reported that there is a proliferation in the usage of blog and online diaries among teenagers (Patiño et al, 2020;Yüce, 2020). Mansouri (2017) also highlights that blog writing as a form of Internet-based resource, acts as a genuine and motivating learning tool in many educational contexts, especially within primary ESL classrooms.…”

Section: Emphasis On Writing Skillsmentioning

confidence: 99%

Enhancing Primary ESL Learners’ Simple Sentence Construction Using the PPT PiWoCa Technique in the Form of Bubble Map—A Literature Review

Siang¹,

Ying²,

Mohamad³

2021

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Society of today signifies how English, as a global language, has attained a universal pedestal compared to others. Thus, it is highly demanding and challenging for one to be a proficient and effective language user. In Malaysia, teachers of English as a Second Language (ESL) tend to face umpteenth challenges in developing primary ESL learners' language abilities, especially in the scope of writing. Some of the problems include deprivation of vocabulary, lack of motivation, lack of reading and the influence of multimedia language. Consequently, ESL teachers have to opt for different strategies and approaches to tackle primary ESL learners' writing skills, particularly in simple sentence construction. Therefore, this study presents a literature review on the use of PowerPoint Picture-Word Card (PPT PiWoCa) technique in the form of bubble map to enhance primary ESL learners' simple sentence construction. In this study, social constructivist theory and the visual-spatial element in Gardner's Multiple Intelligences theory reveal that the PPT PiWoCa technique allows primary ESL learners to brainstorm ideas and construct knowledge in authentic contexts. Similarly, the use of visual representations such as PPT, pictures, word cards and bubble map is able to capture primary ESL learners' attention in the recognition of words, grammatical functions and sentence structure based on a guided sample of simple sentence construction. With the presence of visual aids, primary ESL learners are able to model the sample given in order to produce meaningful simple sentences.

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ICT-Driven Writing and Motor Skills: A Review

Cited by 7 publications

References 62 publications

Teaching prewriting in early childhood education: a Scopus bibliometric study

Teaching prewriting in early childhood education: a Scopus bibliometric study

Handwriting Speeds of 4th–8th Grade Students

Enhancing Primary ESL Learners’ Simple Sentence Construction Using the PPT PiWoCa Technique in the Form of Bubble Map—A Literature Review

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