Right now in my I-Search I feel confident as I wrap up. I now know that a whole lot has changed since I was in school. Technology has really changed the the way students write. I know that even with the influx of technology in the classroom, not all districts can afford it. Some districts can afford to hand out tablets or laptops the first week of school, while other districts can only afford minimal technology that students do not always have access to.
This both frustrates me and surprises me. Before beginning this I-Search I was ignorant to how technology is currently used in student writing in our schools. I did know that the price of technology is much more attainable than 5 to 10 years ago. So I assumed that school districts around Rhode Island would have funding to supply students with plenty of technology; I was wrong. I was surprised to see that a classroom of 28 student has to share ten mini-laptops to type answers to a list of comprehension questions. When at a different district students had plenty of tablets to complete a writing assignments. I still want to know why that is, maybe it's an obvious answer.
Overall, I can conclude that technical composition seems to be a fan favorite among the students and teachers I spoke with. My secondary sources tend to also agree that students tend to create higher level writing when using word processors. The complexities that I have to live with for now is how technical composition is used (if at all) across the curriculum. Also, I would be interested in seeing how writing is taught years from now. Technology will continue to become more attainable. With such a positive view on word processors and student writing, I wonder if pen and paper writing will eventually cease to exist.
Tuesday, December 2, 2014
Monday, November 17, 2014
Memo #5
Last week in class a new question popped into my head. While mind mapping I asked myself, are the schools that supply tablets for students have higher written test scores than schools that don't. I want to explore this question more before a I complete my research. I will explore different resources to review the state wide test scores for the communities that I have been in.
As I move forward in wrapping up my I-Search, I still have one more teacher to meet with for an interview. I do feel confident with my progress so far and I will continue to research and finish off strong.
Monday, November 10, 2014
Memo #4
So far I am feeling pretty confident in my I-Search. I've been able to interview students from a variety of school districts. I've already gotten a lot of my teacher questionnaires back, observed an elementary class in Providence (about 8-10 hours over the last 2 weeks) and had a teacher interview.
What I am noticing is that the students I having been talking to learn how to write using pen and paper, but use technology to practice concepts that have already introduced. A few students mentioned they are given a personal device at the beginning of the year so those particular students seem to use technology more than the students that don't have access to that technology. Another student, from Cranston, mentioned that her school changed their personal device policy this past year. Students are now allowed to bring a personal device from home with them and keep it on their person throughout the day. When I asked her if she uses her tablet to do a lot of writing she replied, "Not really, some kids don't have an IPad so my English teacher says it's not fair. I can use it to look up words on my Dictionary.com app!"
In my observation, I've noticed that the teacher has her student practice writing in their notebooks or on chart paper. When I observe students using laptops and computers they are using a program called Lexia, which is a reading software. I've asked the teacher how she prefers to teach writing she stated, "I tend to take the more traditional route. I really like to encourage their motor skills as they learn how to write for academic purposes." She did mention that if her students were older (middle school and above) she might incorporate technology more because they have an understanding of the basics.
Overall, I noticed that when a school district has the means to buy technology like tablets or laptops for all the students, teachers frequently incorporate them into their teachings. Districts that cannot afford the technology usually stick with pen and paper compositions with a few visits to the computer lab during the year. This has me asking a new question that I didn't think of before: If every student was given a tablet to use in school, how would that change the way you teach writing in your classroom?
Moving forward, I have reached out to teachers who left contact information on the questionnaire (about 5 so far). I would like to observe other classroom settings. The teacher that I observed in Providence promised that she would ask her colleagues if any of them would let me observe or just sit down with them.
What I am noticing is that the students I having been talking to learn how to write using pen and paper, but use technology to practice concepts that have already introduced. A few students mentioned they are given a personal device at the beginning of the year so those particular students seem to use technology more than the students that don't have access to that technology. Another student, from Cranston, mentioned that her school changed their personal device policy this past year. Students are now allowed to bring a personal device from home with them and keep it on their person throughout the day. When I asked her if she uses her tablet to do a lot of writing she replied, "Not really, some kids don't have an IPad so my English teacher says it's not fair. I can use it to look up words on my Dictionary.com app!"
In my observation, I've noticed that the teacher has her student practice writing in their notebooks or on chart paper. When I observe students using laptops and computers they are using a program called Lexia, which is a reading software. I've asked the teacher how she prefers to teach writing she stated, "I tend to take the more traditional route. I really like to encourage their motor skills as they learn how to write for academic purposes." She did mention that if her students were older (middle school and above) she might incorporate technology more because they have an understanding of the basics.
Overall, I noticed that when a school district has the means to buy technology like tablets or laptops for all the students, teachers frequently incorporate them into their teachings. Districts that cannot afford the technology usually stick with pen and paper compositions with a few visits to the computer lab during the year. This has me asking a new question that I didn't think of before: If every student was given a tablet to use in school, how would that change the way you teach writing in your classroom?
Moving forward, I have reached out to teachers who left contact information on the questionnaire (about 5 so far). I would like to observe other classroom settings. The teacher that I observed in Providence promised that she would ask her colleagues if any of them would let me observe or just sit down with them.
Monday, October 27, 2014
Memo #3b
I have continued to research secondary sources for my ISearch project. One case study I found is titled "Beginning to Write with Word Processing: Integrating Writing Process and Technology in Primary Classroom" by Van Leewun. The second source I came across was an ebook titled "Learning with Technology: The Impact of Laptop use on Student Achievement" by James Gulek.
Gulek believes that laptop use in the classroom is an effective tool to produce better student success. His research has shown that when students have access to technology they "produce writing of higher quality and greater length". The same research also shows that student's critical thinking skills thrive when they are exposed to technology. His research was not just specific to ELA classrooms the students in the study used the laptops to write in all subjects. After one academic year the students that were given the laptops showed significantly higher achievement compared to student who didn't have access to laptops.
Leewun's observed a first grade general education classroom. Students in the class were beginning to learn the basic writing process using both pen and paper and word processing. Leewun does not state whether she is for one or the other when teaching students to write. She rather says that she does not believe that there is one composing tool that serves all the needs of new writers. She does believe that if a teacher does intend to use technology to teach writing, then the teacher must teach the student how to properly use it. I have noticed throughout my secondary source searching that this idea of teachers or students not using the technology correctly is mentioned in almost all of them. I do agree that if we categorize computers or tablets as writing tools then we should treat them as such. It's never advisable to use a power tool without prior instruction. That may be an extreme analogy, students will not get hurt if a teachers hands them a laptop and tell them to start writing, but it's not the most effective practice. Leewun gives good advice on teacher instruction and implementing technology in a classroom.
Gulek believes that laptop use in the classroom is an effective tool to produce better student success. His research has shown that when students have access to technology they "produce writing of higher quality and greater length". The same research also shows that student's critical thinking skills thrive when they are exposed to technology. His research was not just specific to ELA classrooms the students in the study used the laptops to write in all subjects. After one academic year the students that were given the laptops showed significantly higher achievement compared to student who didn't have access to laptops.
Leewun's observed a first grade general education classroom. Students in the class were beginning to learn the basic writing process using both pen and paper and word processing. Leewun does not state whether she is for one or the other when teaching students to write. She rather says that she does not believe that there is one composing tool that serves all the needs of new writers. She does believe that if a teacher does intend to use technology to teach writing, then the teacher must teach the student how to properly use it. I have noticed throughout my secondary source searching that this idea of teachers or students not using the technology correctly is mentioned in almost all of them. I do agree that if we categorize computers or tablets as writing tools then we should treat them as such. It's never advisable to use a power tool without prior instruction. That may be an extreme analogy, students will not get hurt if a teachers hands them a laptop and tell them to start writing, but it's not the most effective practice. Leewun gives good advice on teacher instruction and implementing technology in a classroom.
Memo #3a
I am interested in hearing from many different primary sources. They will consist of students from a variety of school districts and teachers (so far I have been able to secure one middle school ELA teacher and three high school English teachers, all in Cranston Public Schools).
I hope to get a chance to interview or speak with a teachers from a variety of school districts, so I have begun drawing up a questionnaire that I intend to distribute them (with administration permission). Here are some of the questions I've come up with so far.
1. Does your school have personal devices/laptops/desktop computers available for student use?
2. If not can students bring one from home?
3. How often do you have students use personal devices/laptops/desktop computers to complete writing assignments?
4. How often do you have students practice pen to paper writing to complete writing assignments?
5. As a teacher, which do you prefer? Why?
6. When you are teaching a new writing technique/skill do you find yourself having students first practice with pen and paper or word processing software? Why?
7. Do you notice that students are more willing to write using pen and paper or personal devices/laptops/desktop computer?
8. Do you notice a difference in quality of student work when writing using pen and paper or word processing software?
At the beginning of the questionnaire I will introduce myself and what my intentions are and if there are any teachers that would be willing to have me observe their classroom to leave contact information.
I already have a variety of students who are willing to talk to me. I will ask questions similar to the teacher questions, but I will record their answers on my phone.
I hope to get a chance to interview or speak with a teachers from a variety of school districts, so I have begun drawing up a questionnaire that I intend to distribute them (with administration permission). Here are some of the questions I've come up with so far.
1. Does your school have personal devices/laptops/desktop computers available for student use?
2. If not can students bring one from home?
3. How often do you have students use personal devices/laptops/desktop computers to complete writing assignments?
4. How often do you have students practice pen to paper writing to complete writing assignments?
5. As a teacher, which do you prefer? Why?
6. When you are teaching a new writing technique/skill do you find yourself having students first practice with pen and paper or word processing software? Why?
7. Do you notice that students are more willing to write using pen and paper or personal devices/laptops/desktop computer?
8. Do you notice a difference in quality of student work when writing using pen and paper or word processing software?
At the beginning of the questionnaire I will introduce myself and what my intentions are and if there are any teachers that would be willing to have me observe their classroom to leave contact information.
I already have a variety of students who are willing to talk to me. I will ask questions similar to the teacher questions, but I will record their answers on my phone.
Tuesday, October 21, 2014
Memo #2
In my first attempt at searching databases, I was bombarded
with results. After clicking and skimming through some of the results, I
realized, I need to narrow my search. So many articles were not very helpful to
my ISearch topic, How the influx of technology has changed the way writing is taught and learned and if word processing proves more successful than pen to paper writing.
After some editing I found many helpful articles and two
that stuck out right away:
One of the
articles that I found interesting and pertaining to my topic is by D. Chandler
and titled, The Phenomenology of Writing
by Hand. In this article, Chandler breaks writers into two separate groups
Planners and Discoverers. According to
him, “Planners tend to think of writing primarily as a means of recording or
communicating ideas which they already have clear in their minds and
Discoverers tend to think of writing primarily as a way of ‘discovering’ what
they want to say” (Chandler 1). I believe that I fall into the Discoverers
group, so it was an interesting read. It is a helpful article for my ISearch
because I can use the information to come up with questions to ask primary
sources.
Another
source I found in ERIC is titled, The
Role of Technology in Teaching Young Writers by C.M. DerMovsesian. This
source is actually a case study that follows second graders that are learning
to write using a computer program. I
found that the computer program benefited student writing positively, but not
completely. I think this will be useful in my ISearch because it gives me an
opportunity to take a glimpse into a classroom that is using technology to
write rather than pen and paper. I will be able to read about the pros and cons
of student’s writing using the computer program through the author’s
observations.
Tuesday, October 14, 2014
Memo #1
Maybe I am a neglectful cousin, but
I rarely get a chance to visit my younger cousins and help them with their
homework. Recently, though, I was given an opportunity to help my 13-year-old
cousin with her homework. It was during this moment that I accidentally
happened upon my topic for my I-Search; how has the influx of technology changed
the way students learn and implement writing.
While sitting with her, I noticed that she did not have any books or
spiral notebooks with her. Instead she had her iPad and my aunt’s laptop. I
asked her where here homework was and she quickly pulled up an unfinished paper
for ELA on her iPad. She explained that she was finishing her rough draft that
she worked on during class that day.
After further questioning I realized that my cousin does not really
participate in that much pen to paper composition. Her school allows students
to bring in or borrow personal devices.
For my ISearch project I am interested in studying technology and composition. More specifically I want to explore how the influx of technology in the classroom effects student writing and how they are taught. I want to learn more about the use of word processing or computer programs and how it aids the teacher in teaching writing and how it compares to pen and paper writing. What is gained through writing on a computer? Also, what is lost?
For my ISearch project I am interested in studying technology and composition. More specifically I want to explore how the influx of technology in the classroom effects student writing and how they are taught. I want to learn more about the use of word processing or computer programs and how it aids the teacher in teaching writing and how it compares to pen and paper writing. What is gained through writing on a computer? Also, what is lost?
I understand that much has changed
since I was in middle school.
Composition was almost exclusively done with pen and paper, especially
with assignments like rough drafts. One of the very few times I used word
processing was for final drafts of papers and book reports and that was done in
the school computer lab or at my home computer. Tablets or smartphones had yet
to be invented, never mind incorporated into daily curriculum.
This question is important to me
because this influx of technology is changing the way teachers teach writing. I
am interested to see how other teachers make use of technology in their classrooms.
Before becoming a teacher I would be excited to learn new techniques and
opinions about how technology is used in the field of teaching writing.
Knowing that not every school district has access to the technology that my cousin is lucky to; my primary resource selections may be tricky. My first step would be to come up with a questionnaire about teaching writing using technology. I would attach a note explaining my assignment and my interest on the topic. Also, I would state my desire to meet personally with teachers who are willing to share their opinions at length. I will then visit different schools and ask if administration will allow me to distribute the questionnaire to teacher mailboxes. I currently take a class at Central Falls High School so I intend to ask permission from them. I already have confirmed permission from five schools from Cranston and a handful of teacher who are willing to be interviewed. I do want to get perspectives from multiple districts to get a wider range of opinions and perspectives, so I intend to go to school In East Greenwich, Coventry, Westerly, Providence and Warwick.
Finding suitable student interviews will not be difficult. I have already scouted a number of cousins and their friends ranging in ages 7-16 (thank god for my father's huge family) from varying school, districts and states. When I am interviewing them I will have a set of thoughtful questions about my topic and record them using my IPhone. By interviewing students I will be able to get an understanding about how they are currently learning how to write or how they continue to write. I will be interested to find out how they've learned how to write. I want to hear their opinions about writing and how they feel about writing. I believe that interviewing students about how they are learning to write and whether or not technology plays a part in success is important in my ISearch project.
As I mentioned before, not all districts have the funding to supply classrooms with abundance of technology. So, I will have to keep that in mind when I am searching for answers. I have to always keep an open mind when searching for information and make sure I do not show bias in my questioning. I am looking forward to learning about technology and composition through secondary sources, and interactions with different teachers and students.
Knowing that not every school district has access to the technology that my cousin is lucky to; my primary resource selections may be tricky. My first step would be to come up with a questionnaire about teaching writing using technology. I would attach a note explaining my assignment and my interest on the topic. Also, I would state my desire to meet personally with teachers who are willing to share their opinions at length. I will then visit different schools and ask if administration will allow me to distribute the questionnaire to teacher mailboxes. I currently take a class at Central Falls High School so I intend to ask permission from them. I already have confirmed permission from five schools from Cranston and a handful of teacher who are willing to be interviewed. I do want to get perspectives from multiple districts to get a wider range of opinions and perspectives, so I intend to go to school In East Greenwich, Coventry, Westerly, Providence and Warwick.
Finding suitable student interviews will not be difficult. I have already scouted a number of cousins and their friends ranging in ages 7-16 (thank god for my father's huge family) from varying school, districts and states. When I am interviewing them I will have a set of thoughtful questions about my topic and record them using my IPhone. By interviewing students I will be able to get an understanding about how they are currently learning how to write or how they continue to write. I will be interested to find out how they've learned how to write. I want to hear their opinions about writing and how they feel about writing. I believe that interviewing students about how they are learning to write and whether or not technology plays a part in success is important in my ISearch project.
As I mentioned before, not all districts have the funding to supply classrooms with abundance of technology. So, I will have to keep that in mind when I am searching for answers. I have to always keep an open mind when searching for information and make sure I do not show bias in my questioning. I am looking forward to learning about technology and composition through secondary sources, and interactions with different teachers and students.
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