‘Obsessive compulsive font disorder’: the challenge of supporting pupils writing with the computer

Matthewman, Steve; Triggs, Pat

doi:10.1016/j.compedu.2003.12.015

Cited by 15 publications

(7 citation statements)

References 7 publications

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“…It is what Matthewman and Triggs (2004) described as 'obsessive compulsive font disorder'. The failure to address the deeper literacy learning objectives ultimately prevents this kind of activity from flourishing in these schools.…”

Section: School Provision and Support Of Ictmentioning

confidence: 99%

Time past: impacts of ICT on the pedagogic discourse in the Interactive project

Ingram

2014

Technology, Pedagogy and Education

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Section: School Provision and Support Of Ictmentioning

confidence: 99%

Time past: impacts of ICT on the pedagogic discourse in the Interactive project

Ingram

2014

Technology, Pedagogy and Education

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“…Noting, however, that one child focused on presentation at the first stage of composition, they imply that this child has approached the writing process inappropriately. This contrasts with Matthewman and Triggs (2004)'s analysis of on-screen writing: they also note the salience of visual aspects of writing (such as font size, colour and type) at the first stages of composition, but draw from interview data to suggest that some children find the selection of such presentational (or design) features as valuable in generating ideas.…”

Section: Digital Literacymentioning

confidence: 71%

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

Burnett

2009

Journal Research in Reading

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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.

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“…Dourneen and S. Matthewman regardless of the level of subject expertise (Matthewman, 2008;Matthewman & Triggs, 2004). We argue that this tendency persists despite teachers reporting a high level of satisfaction about the congruence between the choice of technology and the subject content (John & Wheeler, 2008).…”

mentioning

confidence: 89%