Personal Attributes and Computer Writing Quality

Barker, Randolph T.; Pearce, C. Glenn

doi:10.2190/ng68-hkel-07ht-a1e3

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…Munro 2002;Cox and Abbott 2004;Wentling et al 2006) and therefore affect the instruments that need to be used by researchers. Previous research has also shown that different types of ICT resources will have different effects on students' learning, for example, using science simulations to correct students' misconceptions and alternative frameworks (Cox 2000); using data handling software to improve students' abilities to apply binary logic (Cox and Nikolopoulou 1997); and using word-processing in English to reduce punctuation and grammatical mistakes (Barker and Pearce 1995). It is clear that from these and numerous other examples that the contribution of ICT to students' learning was very dependent upon the type of ICT resource and the subject in which is was being used.…”

Section: The Problem About the Different Effects Of Specific Types Ofmentioning

confidence: 99%

Effects of ICT: Do we know what we should know?

Cox

Marshall²

2007

Educ Inf Technol

135

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Many decades after the introduction of ICT into classrooms there are still unanswered questions about the impact of technology in the long and short term on students' learning, and how it has affected simple and complex learning tasks. These are important for (a) forming government policies; (b) directing teacher education programmes: (c) advancing national curricula; (d); designing or reforming classroom implementation and (e) analysing costs and benefits. While a plethora of studies has been conducted on the effects of ICT in education, major policy and methodological problems have precluded an unambiguous answer to such questions as:-"Does the way in which ICT is implemented have a major/minor impact on students' knowledge and understanding?" and "Does the impact affect the surface or deep structure of students' thinking and acting?" To date we have had no large-scale longitudinal studies of ICT's impact in education such as we have in the form of studies of earlier major curriculum development projects. Nor have we had many comprehensive studies of the complex interactions between various types of ICT implementation and the effects of other factors such as school-based interventions, socioeconomic status and school expenditures which have been shown to have a greater impact on education compared with other previous innovations in education. Furthermore we do not know if previous research studies have used research methods that matched learning objectives to instruments/procedures. Many previous studies are vague as to the actual measures used but we can infer that standardized tests were a frequent measure. In other instances, ad hoc analyses, with criteria that may have varied from analyst to analyst and were not "blind" analyses were certainly used to measure "success." All of these limitations and uncertainties and many more point to the need for a thorough, rigorous, and multifaceted approach to analysing the impact of ICT on students' learning. This paper draws on previous research evidence to identify relevant research strategies to address the gaps in our knowledge about ICT and students' learning explained above.

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Section: The Problem About the Different Effects Of Specific Types Ofmentioning

confidence: 99%

Effects of ICT: Do we know what we should know?

Cox

Marshall²

2007

Educ Inf Technol

135

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“…À ce chapitre, toutefois, il n'y a pas unanimité. Barker et Pearce (1995) arrivent à des conclusions différentes : selon eux, les élèves qui se sont peu familiarisés avec le traitement de texte commettent moins d'erreurs de ponctuation à l'écran (erreurs mécaniques), mais utilisent davantage de constructions passives (erreurs stylistiques). Les scripteurs mieux initiés à l'écriture technologique, au contraire, écriraient moins de phrases passives.…”

Section: Technologies Et Maîtrise Du Code Orthographiqueunclassified

Motivation et compétence à écrire au primaire : comparaison entre le clavier et le crayon

Deneault

Lavoie

2020

rse

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scripteurs. Toutefois, malgré cette sous-utilisation du traitement de texte, des entrevues de groupe font état de perceptions positives à l'égard des TIC; on leur prête des vertus certaines et elles sont jugées motivantes. Ce phénomène constitue le coeur du dernier article, au cours duquel nous tâchons de mesurer l'impact du mode d'écriture sur la motivation à écrire. Nous menons ce volet dans une perspective quantitative. La motivation des participants a été mesurée avec une échelle de motivation. L'analyse statistique des données montre que les élèves technologiques sont motivés intrinsèquement par les technologies, tandis que leurs pairs du groupe témoin sont amotivés. Lors du chapitre conclusif, nous mettons ces résultats en relation, tentant d'expliquer globalement l'impact des TIC dans le processus scriptural. Au terme de notre thèse, nous formulons des recommandations destinées aux praticiens et aux décideurs engagés dans le système éducatif.

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“…I also describe the social interactions of my first-semester publications and language arts classes. While some research literature (Barker & Pearce, 1995;Bonk & King, 1998;Daiute, 1986;Knudson, 1995;Sudol, 1985) suggests that writing instruction using computers heightens students' interest and self-esteem, few studies examine whether technology improves middle-level students' actual writing.…”

Section: Chapter I Introductionmentioning

confidence: 99%

Eighth-grade writers and meaning-making: a study of computer-mediated conferencing and publishing

Yocum

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Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. Signature was redacted for privacy. iii TABLE OF CONTENTS ACKNOWLEDGMENTS v CHAPTER I. INTRODUCTION 1 Middle Level Learners 4 Constractivist Theory 10 Relationship among experience, knowledge, and social interaction Relationship between constructivism and improving writing skills 14 Computers in Teaching Writing Facilitating computer-enhanced learning in the classroom Effects of computers on collaborative vmting Effects of distant audiences for writing Advantages of multimedia composing Advantages of collaborative conferencing Internet-based educational telecomputing activities Implementing technology solutions in the classroom Methodology Practitioner research 31 The research scene Data collection and analysis Conclusion iv CHAPTER n. CREATIVE WRITING CLASS APPLICATIONS Constructivism and the Teacher as Facilitator 39 Background of the Creative Writing Class Description of the class Methodology Description and analysis of computer technologies and their uses Collaboration in writing instruction and the apprenticeship model of instruction Description of Creative Writing Class Activities 5 The autobiographical introduction Significant event essay Profile essay Conclusion 75 CHAPTER nr. ONLINE JOURNALISM CLASS APPLICATIONS 79 How Do We Get There from Here? Reflecting on Reflection to Improve Teaching SO Background of the Online Journalism Class 84 Methodology 86 Teaching technology for online publication 93 Apprenticeship model of instruction 94 Description of Online JoumaUsm Class Activities 97 Basic journalism and desktop computing 100 Photography composition and digital camera skills 104 V Online web site and newspaper publication 107 Conclusion 111 CHAPTER IV. LANGUAGE ARTS CLASS APPLICATIONS Constructivist Theory and the Middle School Student as Classroom Leader 117 Background of the Language Arts Class 121 Methodology 123 Description and analysis of computer technologies and their uses Collaboration in writing improvement Description of Language Arts Class Activities Robert Frost poetry explications on PowerPoint Elements of the short story PowerPoint presentations World War II proj ects on HyperStudio "Visit Another Country" HyperStudio presentations Conclusion CHAPTER V. CONCLUSIONS Major Conclusions 162 Facilitating a constructivist learning environment Implementmg the apprenticeship model of instruction Using technologies for broadening audiences ImpHcations Recommendations for Further Research 180

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Personal Attributes and Computer Writing Quality

Cited by 5 publications

References 16 publications

Effects of ICT: Do we know what we should know?

Effects of ICT: Do we know what we should know?

Motivation et compétence à écrire au primaire : comparaison entre le clavier et le crayon

Eighth-grade writers and meaning-making: a study of computer-mediated conferencing and publishing

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