Technology

II. Using technology as an instructional support for writing

In their meta-analysis, Graham & Perin (2007) found that research shows using word processing equipment and software is especially effective for low-achieving students, though it has a consistently positive impact on students in general in comparisons with hand composition. Included here are Web-based tools to support writing.

Classroom examples of using technology as an instructional support for writing:

1. Standards for integrating technology into instruction (multiple grades)
In 1999, Karen Swan of The National Research Center on English Learning and Achievement developed media and technology literacy standards for K-12 teaching and learning. These may be useful to teachers.
http://cela.albany.edu/reports/swannonprint12013.pdf

2. Writing on endangered species (elementary and middle school)
This site includes a series of web-based activities for developing writing skills around the theme of endangered species. It includes tools for planning and organizing writing assignments.
http://www.abcteach.com/directory/basics/science/animals/endangered_species/

3. Writing poetry (multiple grades)
This Web site helps students read and write a variety of types of poetry.
http://www.gigglepoetry.com/

4. Book reviews, annotation, and Web technology (middle school)
Patricia Schulze has created a project that relies on students cooperating together and reading and writing individually. Students collaborate on a group book review, using journals throughout the reading and discussion process. They write short research pieces in their annotations and post their work on the Web.
http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=137

5. Sharing pictures in an integrated classroom (high school)
Krisa Sherman Nobis’ technique, called “photovoice,” has participants take photos in response to a prompt, reflect on the meaning behind their photos, and then share the photos on a blog to find common themes. The strategy can be used in a wide variety of classrooms, including those for severely learning disabled and cognitively impaired students. It can also be used as a prewriting activity for essays or other assignments. In this lesson, students relate the pictures they see back to characters in texts they have read.
http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=1064

6. “Story Map” (multiple grades)
The “Story Map interactive includes graphic organizers that can be used to help students with pre- and post-writing activities. The organizers focus on: character, setting, conflict, and resolution development. Students can develop multiple characters, for example, in preparation for fiction writing. They can also use the organizers to develop characters based on stories they have read. After completing individual sections or the entire organizer, students have the ability to print out their final versions for feedback and assessment.
http://www.readwritethink.org/student_mat/student_material.asp?id=8