Write to Read in Two Different Practices: Literacy versus Technology in Focus

Autor/in	Damber, Ulla
Titel	Write to Read in Two Different Practices: Literacy versus Technology in Focus
Quelle	In: Journal of Education and Learning, 2 (2013) 2, S.96-107 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Literacy Education; Skill Development; Hypothesis Testing; Computer Uses in Education; Printed Materials; Prewriting; Writing (Composition); Teaching Methods; Teacher Attitudes; Technology Integration; Writing Skills; Writing Instruction; Foreign Countries; Reading Comprehension; Reading Skills; Comparative Analysis; Structured Interviews; Elementary School Students; Case Studies; Qualitative Research; Sweden + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Hypothesenprüfung; Hypothesentest; Computernutzung; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Writing skill; Schreibfertigkeit; Schreibunterricht; Ausland; Leseverstehen; Reading skill; Lesefertigkeit; Case study; Fallstudie; Case Study; Qualitative Forschung; Schweden
Abstract	Literacy acquisition by using computers and computer tablets is rapidly gaining ground in Swedish classrooms. This article explores the hypothesis that computer-writing vitalizes the learning of literacy, in comparison with approaches using books and pencils. The results of two separate studies in two different settings where prewriting and writing were used to enhance literacy development will be described and discussed. The results of a recent study of classrooms where computers were used will be compared with an older study where students used pencils and paper for writing. The results indicated that the nature of the literacy practice was strongly linked to the teacher's conceptions of literacy and learning. The teachers' choices of computers or pencils as tools for writing do, however, not seem to influence the processes of writing in the classrooms. How writing was enacted in the classrooms and the potential to further development of the literacy practices, were linked to teacher knowledge and the teacher's conception of literacy. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01