As digital technologies continue to develop and evolve, an understanding of what it means to be technologically literate must also be redefined. Students regularly make use of digital technologies to construct written text both in and out of the classroom, and for modern writing instruction to be successful, educators must adapt to meet this new dichotomy.
Exploring Technology for Writing and Writing Instruction examines the use of writing technologies in early childhood, elementary, secondary, and post-secondary classrooms, as well as in professional development contexts. This book provides researchers, scholars, students, educators, and professionals around the world with access to the latest knowledge on writing technology and methods for its use in the classroom.
Table of Contents and List of Contributors
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Thomas DeVere Wolsey, Diane Lapp, Douglas Fisher
In this chapter, the authors review literature describing how reading processes appear to work in online and other digital environments. In...
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Reviews and Testimonials
Instructors of literacy and writing ponder their profession's response to the impact of technology on how people physically write, the spaces where they produce writing, the ways that writing is disseminated, and the number of people who have access to that writing. Among their perspectives are preparing young writers for invoking and addressing today's interactive digital audiences, the disappearing trace and the abstraction of inscription in digital writing, building communities of response in digital environments, empowering students as readers and writers of online information, and English learners writing on Facebook to acquire English and express their Latina/o identities.
– Annotation ©2013 Book News Inc. Portland, OR
Exploring Technology for Writing and Writing Instruction is a highly recommendable book, [...] and we think this book deserves its own special spot on any training company’s or academic institution’s bookshelf. The theories, terms, and notions covered are described in simple and comprehensible language, using grounded and intelligible examples. In this context, it is only logical to conclude that this book will be of particular interest and utility to a wide range of readers.
– Chia-Wen Tsai (Department of Information Management, Ming Chuan University, Taiwan), Pei-Di Shen (Teacher Education Center, Ming Chuan University, Taiwan), and Yi-Chun Chiang (Teacher Education Center, Ming Chuan University, Taiwan)
These entries examine and provide evidence of the use of technology for writing and writing instruction at all levels of instruction. Organized into five sections, the work examines new tools and theories, new tools for revision and feedback, online spaces for writing, writing instruction, and writing and identity. This volume is appropriate for educators at all levels who integrate writing into their subject or class.
– Sara Marcus, American Reference Books Annual
- Adaptive and Assistive Technologies
- Digital Assessment and Evaluation
- Online education
- Online Writing Communities
- Professional Development
- Teacher education
- Technology-Facilitated Feedback