The effects of browse time on the Internet on students’ essay scores

Doan, Kim; Bloomfield, Aaron

doi:10.1007/s11528-014-0805-y

Cited by 10 publications

(5 citation statements)

References 25 publications

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“…Primary-grade students demonstrated statistically significant improvements in narrative composition when they created digital stories (Yamac & Ulusoy, 2016). High school students' informational writing improved and elementary-grade students made statistically significant improvements in expository composition when they used the Internet to research their topics (Doan & Bloomfield, 2014;Lawrence, McNeal, & Yildiz, 2009). Elementary school students wrote more cohesive narratives when composing with iPads vs. paper-and-pencil (Sessions, Kang, & Womack, 2016).…”

Section: Resultsmentioning

confidence: 99%

Teaching Writing With Technology in K–12 Classrooms: A Research Synthesis

Williams¹

2019

Proceedings of the 2019 AERA Annual Meeting

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This review of research examined 30 studies published in peer-reviewed journals between 2003-2018 that investigated the use of technology for K-12 writing instruction and assignments. Qualitative content analysis was employed to document teachers' and students' uses of digital technologies and determine the impact of technology-mediated instruction on students' writing skills. Results demonstrated that a range of ICTs and web-based learning environments have been used to teach writing in K-12 classrooms. Technology-mediated writing instruction yielded significant improvements in students' composing processes and new literacies skills. The use of technology motivated student engagement and increased peer collaboration. Teachers faced several challenges in their efforts to integrate technology into the writing curriculum, including limited access to ICTs and lack of relevant professional development. Perspectives (2000 words)Learning to write is fundamental to becoming literate, and proficiency with writing is crucial to academic achievement, employment, and promotion in the workplace (Graham & Perin, 2007). For most students, learning to write and becoming a competent writer requires deliberate instruction (Raban & Scull, 2013), which typically occurs in school settings. In light of the rapid development and accessibility of information and communication technologies (ICTs), the definition of "writing" and the nature of writing instruction need to be reconsidered. While many students are interacting in social cyber networks and using multimedia and digital tools to communicate in their everyday lives-particularly students from higher socioeconomic classes (Coiro, Knobel, Lankshear, & Leu, 2008)-in some classrooms, students are still composing with paper and pen and interacting primarily with print-based texts (Authors;Alvermann, 2008;Black, 2009). In other classrooms, digital composition is increasingly becoming an integral part of the writing program (Authors;Mills, 2014).Teacher educators and educational researchers are in a position to influence pedagogy, practice, and research; thus, it is important for us to be (a) well-informed about how digital technology has been used in the writing program, (b) knowledgeable about whether and how its use has supported the development of students' writing skills, and (c) aware of the barriers K-12 teachers face in implementing technology-mediated writing instruction. To that end, we synthesized research studies from the past 15 years that examined the use of computers and ICTs during writing instruction. Our review is timely, given the changing nature of literacy in our technology-saturated society and the need to develop students' 21st-century writing skills. PurposeThe purpose of our review was to determine the extent to which technology has been used in the teaching and learning of writing with K-12 students and how its use has effected students' growth as writers. Three research questions guided our work:(1) How is technology used to mediate writing instruction and wri...

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Section: Resultsmentioning

confidence: 99%

Teaching Writing With Technology in K–12 Classrooms: A Research Synthesis

Williams¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…En concreto, desde la psicología las competencias escritoras y orales se han estudiado con base en categorías que refieren a dimensiones gramaticales como: extensión del escrito, fluidez, organización, conectores, deletreo, vocabulario, sustantivos, cohesión de los textos y parámetros temporales sobre el ajuste a diferentes criterios (Ahmed et al, 2014;Dávila et al, 2022;Doan et al, 2014López et al, 2019Morales et al, 2017a;Quiroga;Yoeng et al, 2013).…”

Section: Issn-l: 2027-1786unclassified

“…Fase 1: Recopilación bibliográfica y operacionalización de categorías Se realizó una investigación documental para determinar qué categorías se reportan en la literatura para observar las actividades de escritura y oralidad. Se revisaron los estudios (Ahmed et al, 2014;Dávila et al, 2022;Doan et al, 2014;López et al, 2019;Mares et al, 2002;Morales et al, 2017ª;Morales et al, 2017b;Pacheco et al, 2017;Yeung et al, 2013) de diversas posturas teóricas y se determinó que se pueden categorizar en dos dimensiones generales en coherencia con la psicología interconductual: formales y funcionales.…”

Section: Procedimientounclassified

Categorías de análisis para evaluar competencias orales y escritas

Fernández Nava,

Cepeda Islas,

Ruíz Pérez

2024

Rev. iberoam. psicol.

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El presente estudio tuvo por objetivo diseñar categorías de observación de las competencias orales y escritas en dos dimensiones: formales y funcionales. Participaron diez estudiantes de la licenciatura en psicología de una universidad privada de la Ciudad de México. Bajo un estudio no experimental, de tipo observacional realizado en línea, se llevó a cabo en cinco fases: en la primera se realizó una revisión de la literatura psicológica de distintas posturas teóricas, con el fin de identificar las categorías empleadas en el área, en la segunda se definieron y operacionalizaron las categorías, en la tercera se realizó un entrenamiento a observadores independientes, en la cuarta se realizó el pilotaje las categorías, en la que se les proporcionó a los participantes cuatro textos de diferentes temáticas y se les pidió que lo refirieran de manera escrita y oral al investigador, para posteriormente confiabilizar las categorías. Los resultados de confiabilidad mediante observadores independientes mostraron confiabilidades altas, por otro lado, los hallazgos relativos al desempeño de los participantes mostraron variabilidad entre los textos, lo que sugiere que se trata de competencias de naturaleza variable, que pueden ser influidas por varios aspectos contextuales y personales, por otro lado, se encontraron relaciones entre las competencias orales y escritas. Los hallazgos se discuten en términos de la aportación al ámbito de investigación y aplicado de las categorías, así como las implicaciones teóricas de las categorías propuestas.

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“…The most obvious use is related to the use of Microsoft office by students for composing informational and expository texts (Doan & Bloomfield, 2014;Kervin & Mantei, 2016), creating the drafts of their paragraphs, essays and other reports and assignments (Hitchcock, Other platforms are less commonly used, 2016), preparing a range of multimodal products to present their ideas and results of their inquiry/research projects (Howell et al, 2017) and many other real-purpose social usages. They also conduct research on the Internet and related databases to find relevant ideas to organize their presentations and enrich the content they present (Doan & Bloomfield, 2014). They also receive feedback both through in-built facilities of word processing and outside sources like their peers and instructors.…”

Section: Tools and Platforms Used For Teaching And Learning Academic ...mentioning

confidence: 99%

Review of Research on the Use of Information and Communication Technologies (ICTs) in ELT-related Academic Writing Classrooms

Mallahi

2022

JLE

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Background. The emergence of information and communication technology and the resulting technological devices have influenced the nature and process of composition and the level of students' engagement and participation in writing activities. Purpose. The present study reviews 50 studies published in peer-reviewed applied linguistics journals from 2000 to 2020 which have investigated the use and implications of technology for teaching and assessing writing in academic contexts. Methods. The PRIZMA model was applied for records screening and selection and systematic qualitative content analysis was used to explore the content of these studies and identify the most relevant themes. The most relevant sections of these studies (especially, designs and findings) were selected for further analysis and synthesis. Results. Results of this systematic thematic review are mainly categorized and discussed based on three main themes: (1) Technology Use in Teaching and Learning Academic Writing, (2) Some Technological Tools for Teaching and Assessing Academic Writing, and (3) Practical Implications of Using Technology in Academic Writing Classrooms. Results of this systematic review indicated that growth in the use of technological resources such as computers, applications, and web-based learning environments in teaching and assessing ELT-related writing in academic contexts can enhance the quality of instruction provided. Implications. Despite some practical limitations for applying these technologies in writing courses, most of the reviewed studies pointed to the fact that technology-mediated writing instruction and assessment can enhance the students' knowledge and use of new digital literacies and, in turn, can lead to improvements in their composing processes and writing competence while working on various genres.

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The effects of browse time on the Internet on students’ essay scores

Cited by 10 publications

References 25 publications

Teaching Writing With Technology in K–12 Classrooms: A Research Synthesis

Teaching Writing With Technology in K–12 Classrooms: A Research Synthesis

Categorías de análisis para evaluar competencias orales y escritas

Review of Research on the Use of Information and Communication Technologies (ICTs) in ELT-related Academic Writing Classrooms

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