Beginning to Write with Word Processing: Integrating Writing Process and Technology in a Primary Classroom

Autor/inn/en	Van Leeuwen, Charlene A.; Gabriel, Martha A.
Titel	Beginning to Write with Word Processing: Integrating Writing Process and Technology in a Primary Classroom
Quelle	In: Reading Teacher, 60 (2007) 5, S.420 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.60.5.2
Schlagwörter	Grade 1; Writing Instruction; Classroom Communication; Classroom Environment; Word Processing; Writing Processes; Classroom Observation Techniques; Teacher Student Relationship; Interviews; Student Behavior; Writing (Composition); Teaching Methods; Feedback; Cooperation + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Schreibunterricht; Klassengespräch; Klassenklima; Unterrichtsklima; Textverarbeitung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Student behaviour; Schülerverhalten; Schreibübung; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation
Abstract	Writing behaviors of grade 1 children were explored as they used word processors to support their writing. Information was gathered in the form of field notes and audiotape transcripts from classroom observation sessions, along with informal interviews with students and teachers. Themes which emerged from the data analysis suggested a combination of influences at work in the classroom environment. These included (a) changes in the classroom culture with regard to tolerance of student talk during writing sessions; (b) the length and characteristics of student-teacher interactions; and (c) teacher instructional practices about writing with and without a word processor. Different aspects of the physical environment where the students wrote--classroom or computer lab--were found to have the potential to influence students' writing behavior and possibly the written work produced. Student writing behavior using word processors and pencil-and-paper revealed differences in reading and rereading of the work in progress. In view of these findings, considerations for classroom practice, including (a) developing realistic expectations, (b) adjusting instruction, (c) scheduling feedback, (d) adjusting minilesson timing, and (e) teaching students collaborative work skills are shared. (Author).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10