Technology-Mediated Writing Instruction in the Early Literacy Program: Perils, Procedures, and Possibilities

Beam, Sandra; Williams, Cheri

doi:10.1080/07380569.2015.1094320

Cited by 14 publications

(7 citation statements)

References 18 publications

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“…Learning to write is considered essential for academic achievement and for success beyond school (Beam & Williams, ). Indeed, writing, along with reading, has been traditionally acclaimed as one of the twin peaks of literacy and one of the central gains from education (Beard, ).…”

Section: Introductionmentioning

confidence: 99%

“…For example, in a recent study, it was reported that story making apps enable children to incorporate sounds, images, text and design into their stories which can enhance children's creativity (Kucirkova & Sakr, ). Technology mediated writing instruction has also been shown to enhance shared writing time where children can share and discuss their writing with classmates and appropriate strategies they learn from others to support their own writing endeavours (Beam & Williams, ). The use of tablet devices is also reported to enhance motivation and independence, which is often lacking in the teaching of writing, particularly with those children who are more reluctant learners (Flewitt, Messer, & Kucirkova, ; Gray, Dunn, Moffett, & Mitchell, ).…”

Section: Introductionmentioning

confidence: 99%

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Writing and iPads in the early years: Perspectives from within the classroom

Dunn¹,

Sweeney²

2018

Brit J Educational Tech

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Writing is a complex and effortful activity and recent surveys indicate that fewer children are enjoying writing or engaging in writing outside of school. Yet compositional writing is a part of the primary curriculum and is an essential part of education. This small‐scale international study aimed to garner the views of primary school teachers and children on using iPads in teaching compositional writing and how this writing differed from using paper and pencils. Three teachers and classes of primary school children in Northern Ireland and in the Republic of Ireland participated in the study. Individual interviews with the teachers, focus groups with the children and child‐led virtual tours of the iPad were all used to gather perspectives. All participants reported on the benefits of using iPads to teach compositional writing. These included fun and enjoyment, greater choice and creativity, the value of multimodal communication and assistance with spelling. However, all participants also advocated a balanced approach to the teaching of compositional writing.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Writing and iPads in the early years: Perspectives from within the classroom

Dunn¹,

Sweeney²

2018

Brit J Educational Tech

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“…Of articles including measurement information, 55.56% (13.48% of total reviewed; n = 60) used or suggested traditional paper‐and‐pencil task modes. Only 1.85% (0.45% of total reviewed; n = 2) of articles containing measurement information used a purely digital approach to assessment (Beam & Williams, ; Skantz Åberg et al., ). A further 9.26% (2.25% of total reviewed; n = 10) of these articles employed oral language as a measurement, serving as a proxy for written composing for young children.…”

Section: Resultsmentioning

confidence: 99%

The Nature and Measurement of Children's Early Composing

Quinn

Bingham

2018

Reading Research Quarterly

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Young children's writing development (i.e., writing occurring in preschool and kindergarten prior to the skilled, fluent writing associated with formal schooling) is an important predictor of later literacy achievement. Current policy movements, such as the Common Core State Standards, invoke increased composing demands, yet research has often focused on children's growing ability to transcribe (e.g., form letters, spell words) rather than their ability to compose text and generate ideas. The current study examined literature from the past 30 years to determine the prevailing operational definitions of early composing and the ways in which composing has been measured to date. Given inclusion criteria, the authors collected and coded articles to determine trends and prevailing approaches (n = 445). Findings revealed that various theoretical and conceptual frames influenced approaches to assessing children's composing, yielding little shared understanding of the nature and development of early composing. Findings also revealed that tasks used to measure children's early composing development have not always aligned with theoretical notions of early writing, nor have they been properly operationalized in psychometrically sound, valid, and reliable ways. Further, analyses of trends across time yielded insight into the evolving conceptualizations and prioritization of particular aspects of early composing, such as the focus on children's use of conventional encoding in a composing task context. Implications for practice are discussed in light of these findings.

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“…Many of the studies conducted on VRT examine its influence on motivation to participate in writing activities and improvement of writing skills. Beam and Williams (2015) conducted a case study in one kindergarten classroom highlighting the positive effects of VRT when used in the classroom. The researcher analyzed how technology rich instruction influenced student's writing samples.…”

Section: Visually Rich Technologymentioning

confidence: 99%

“…The researcher analyzed how technology rich instruction influenced student's writing samples. The teacher used digital and multimodal technology to show the students how a writer would use technology to aid their writing; however, due to IT problems, the students were not able to use the technology themselves (Beam & Williams, 2015). The results of the study showed that technology integrated into instruction made students more attentive and engaged during the lesson due to the attraction of the technology.…”

Section: Visually Rich Technologymentioning

confidence: 99%

The Influence of Visually Rich Technology on the Writing Process of Elementary Students

Thomas

Polly

2020

JPR

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This teacher inquiry project, conducted by an undergraduate teacher candidate with support from a faculty member, explored the use of visually rich technology and its influence on elementary school students’ motivation and learning outcomes in writing. Students used visually rich technology as part of the writing process. We found that when students used technology to support the writing process they showed incremental gains in motivation as well as gains in student learning outcomes. Implications for practitioners highlight a need for teachers to consider how visually rich technology can support students’ aspects of the writing process as well as development in other literacy areas. Further inquiry projects should examine how technology influences students with consideration of their grade level, academic background, and level of motivation in writing and literacy.

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Technology-Mediated Writing Instruction in the Early Literacy Program: Perils, Procedures, and Possibilities

Cited by 14 publications

References 18 publications

Writing and iPads in the early years: Perspectives from within the classroom

Writing and iPads in the early years: Perspectives from within the classroom

The Nature and Measurement of Children's Early Composing

The Influence of Visually Rich Technology on the Writing Process of Elementary Students

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