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.

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.

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.

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?

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. 

Digital Introduction

tech&comp