The Neglected “R”: Improving Writing Instruction Through iPad Apps

Sessions, Laird; Kang, Mia; Womack, Sue A.

doi:10.1007/s11528-016-0041-8

Cited by 31 publications

(23 citation statements)

References 9 publications

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“…Within this section are the descriptors "describes actions, thoughts, and feelings," "uses dialogue", and "describes with both concrete and sensory words." Her results in this section are also contrary to past research in which it was found that students using computer technology to create scenes and images to accompany their writing wrote using more sensory details (Sessions, Kang, and Womack, 2016). On the other two sections of the rubric, Focus/Setting and Language, student 1's scores increased.…”

Section: Question Two-part 2: Compositioncontrasting

confidence: 95%

“…The Narrative section showed an 11.11% increase in total composite score and the descriptors for the section are "describes actions, thoughts, and feelings," "uses dialogue", and "describes with both concrete and sensory words." This increase in score aligns with what has been seen in past research in which students are able to write using more sensory details while composing with Visually Rich Technology (Sessions, Kang, and Womack, 2016). The Language section showed the highest increase in score for student 2 with a 22.22% increase in score of the rubric.…”

Section: Question Two-part 2: Compositionsupporting

confidence: 88%

“…This detail could be seen in the picture scenes that the student created as well as in her writing. Her actions are similar that of previous research in which students were "visually mapping out the picture scenes that matched their plot" (Sessions, Kang, and Womack, 2016). Lastly, the student was engaged in the writing task for the full length of time provided to her.…”

Section: Question Two-part 1: Pre-writingsupporting

confidence: 59%

“…In the Organization section, the student's total composite score decreased by -11.11% and making up that score are the descriptors "sequencing events," "using transitional words," and "providing a conclusion". A lower score on her "sequencing of events" means that the student was less able to, in her VRT narrative, to sequence her events in order, which is contrary to the previous research in which students were more skilled at sequencing their narratives (Sessions, Kang, & Womack, 2016). The other section on the rubric in which student 1's score decreased was the Narrative section, by -11.11% on the total composite score.…”

Section: Question Two-part 2: Compositionmentioning

confidence: 61%

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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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Section: Question Two-part 2: Compositioncontrasting

confidence: 95%

Section: Question Two-part 2: Compositionsupporting

confidence: 88%

Section: Question Two-part 1: Pre-writingsupporting

confidence: 59%

Section: Question Two-part 2: Compositionmentioning

confidence: 61%

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

Thomas

Polly

2020

JPR

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“…Often framed as action research or designbased intervention studies, this group of studies tends to focus on how digital technologies can be integrated into learning designs in a way that promotes specific teaching practices or learning outcomes (e.g. Sousa & Soares, 2009;Sessions, Kang & Womack, 2016;Sørensen & Levinsen, 2014;Godhe, 2013;Yamac & Ulusoy, 2016). These studies typically adopt a pragmatic and utility-oriented approach to digital technologies.…”

Section: Literature Reviewmentioning

confidence: 99%

Utilizing the affordances of digital learning materials

Berthelsen¹,

Tannert²

2020

L1 Educational Studies in Language and Literature

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Due to the all-pervasive digital transformation of education, learning materials have developed considerably in terms of their form, function and content over recent decades. This development from print-based to digital formats carries with it a corresponding transformation of materiality that may not be apparent, yet plays an important role in shaping contemporary learning environments. Obviously, this transformation is of relevance for the design of learning materials and has implications for how we assess and study digital learning materials. However, the process of designing learning materials with a view to utilizing the many possibilities of contemporary digital technologies is no trivial task. Consequently, a focal point in the study of learning materials must concern the utilization of these new possibilities. For that purpose, we develop a framework for analyzing digital learning materials based on the notion of affordance. We use this framework to study how six courses from a widely used digital form of Danish L1 learning material integrate different kinds of affordances into their learning designs. Based on the results of our analysis, we also discuss the implications of this material transformation.

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Technology for Reading and Writing Motivation

Martinez-Alba

Cruzado-Guerrero

2019

The TESOL Encyclopedia of English Language Teaching

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Providing students with an engaging environment where they want to learn can be a positive challenge. By keeping our students' ability levels, interests, language proficiencies, ages, cultures, and backgrounds in mind we can begin to work toward this goal. The Universal Design for Learning principles can help teachers by providing a structure that includes objectives, strategies, materials, and assessment to meet the needs of various learners. Moreover, providing choice with students' backgrounds and abilities in mind while using different technologies can be a constructive step in creating a supportive environment. As technology evolves, teachers can also build their knowledge to assist students in learning reading and writing skills with the most current advances using the International Society for Technology in Education (ISTE) standards. These can help students learn to read and write in a motivating manner, while also teaching them about tools that can help them in their future classes and careers.

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The Neglected “R”: Improving Writing Instruction Through iPad Apps

Cited by 31 publications

References 9 publications

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

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

Utilizing the affordances of digital learning materials

Technology for Reading and Writing Motivation

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