Exploring Technology for Writing and Writing Instruction

Exploring Technology for Writing and Writing Instruction

Kristine E. Pytash (Kent State University, USA) and Richard E. Ferdig (Research Center for Educational Technology - Kent State University, USA)
Release Date: July, 2013|Copyright: © 2014 |Pages: 368
ISBN13: 9781466643413|ISBN10: 1466643412|EISBN13: 9781466643420|DOI: 10.4018/978-1-4666-4341-3


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.

Topics Covered

  • Adaptive and Assistive Technologies
  • Digital Assessment and Evaluation
  • Online Education
  • Online Writing Communities
  • Professional Development
  • Teacher Education
  • Technology-Facilitated Feedback

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

Table of Contents and List of Contributors

Search this Book:
Editorial Advisory Board
Table of Contents
Bertram C. Bruce
Kristine E. Pytash, Richard E. Ferdig
Chapter 1
Rod Roscoe, Russell Brandon, Erica L. Snow, Danielle S. McNamara
In this chapter, the authors consider the value of educational games to support students’ writing strategy acquisition and practice. Sixty-five high... Sample PDF
Game-Based Writing Strategy Practice with the Writing Pal
Chapter 2
Youngmin Park, Mark Warschauer, Penelope Collins, Jin Kyoung Hwang, Charles Vogel
The recently adopted Common Core State Standards emphasize the importance of language forms and structure in learning to write. Yet most language... Sample PDF
Building Awareness of Language Structures with Visual-Syntactic Text Formatting
Chapter 3
Brian Kissel, S. Michael Putman, Katie Stover
There is a clear consensus that students need to be proficient in the use of digital technologies to help them become knowledgeable participants in... Sample PDF
Using Digital Portfolios to Enhance Students’ Capacity for Communication about Learning
Chapter 4
Ewa McGrail, J. Patrick McGrail
Twenty-first century technologies, in particular the Internet and Web 2.0 applications, have transformed the practice of writing and exposed it to... Sample PDF
Preparing Young Writers for Invoking and Addressing Today’s Interactive Digital Audiences
Chapter 5
Kendra N. Bryant
This chapter invites writing instructors to consider integrating blogging practices as a writing exercise that both supports the 21st Century... Sample PDF
Composing Online: Integrating Blogging into a Contemplative Classroom
Chapter 6
Anne Mangen
Due to increasing digitization, more and more of our writing is done by tapping on keyboards rather than by putting pen to paper. As handwriting is... Sample PDF
The Disappearing Trace and the Abstraction of Inscription in Digital Writing
Chapter 7
Kristen Hawley Turner
A study by the Pew Internet and American Life Project has indicated that teens are writing more than ever and that much of this writing is done in... Sample PDF
Error or Strength?: Competencies Developed in Adolescent Digitalk
Chapter 8
Sarah Hunt-Barron, Jamie Colwell
Using the method of a formative experiment, this investigation examines how the use of peer revision and collaboration in an online environment... Sample PDF
Illuminating Change: Technology, Feedback, and Revision in Writing
Chapter 9
Sarah J. McCarthey, Alecia Marie Magnifico, Rebecca Woodard, Sonia Kline
In this chapter, the authors present a case study of one writer, Tom, to uncover how his writing was mediated by school-level and individual... Sample PDF
Situating Technology-Facilitated Feedback and Revision: The Case of Tom
Chapter 10
Sarah-Beth Hopton
In the past decade, digital feedback tools to review and revise student writing have proliferated. Scholarship in rhetoric, composition, and... Sample PDF
Rebooting Revision: Leveraging Technology to Deliver Formative and Summative Feedback
Chapter 11
Jayne C. Lammers, Alecia Marie Magnifico, Jen Scott Curwood
This chapter explores how writers respond to interactions with readers and audience members in two technology-mediated writing contexts: a Hunger... Sample PDF
Exploring Tools, Places, and Ways of Being: Audience Matters for Developing Writers
Chapter 12
Bernadette Dwyer, Lotta Larson
Digital reading environments are redefining the relationship between reader, text, activity, and sociocultural context. This chapter explores the... Sample PDF
The Writer in the Reader: Building Communities of Response in Digital Environments
Chapter 13
Michelle A. Honeyford
This chapter addresses the disconnect between in- and out-of-school writing spaces. Drawing from a larger study of the writing of bilingual Latino... Sample PDF
“Write Me Back!”: Diasporic Identities and Digital Media: Creating New Spaces for Writing in School
Chapter 14
Jennifer Higgs, Catherine Anne Miller, P. David Pearson
As Computer-Mediated Communication (CMC) is increasingly adopted for literacy instruction in K-12 classrooms, careful attention should be paid to... Sample PDF
Classroom Digital Interaction: High Expectations, Misleading Metaphors, and the Dominance of Netspeak
Chapter 15
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... Sample PDF
Digital Texts as Sources for Novice Writers
Chapter 16
W. Ian O’Byrne
It is increasingly clear that this generation of adolescents is almost always connected to online information (Horrigan, 2010; Pew Research Center... Sample PDF
Online Content Construction: Empowering Students as Readers and Writers of Online Information
Chapter 17
Soobin Yim, Mark Warschauer
This chapter aims to synthesize research on technology and second language writing through the lenses of three common and broad discourses... Sample PDF
Technology and Second Language Writing: A Framework-Based Synthesis of Research
Chapter 18
Mary Beth Hines, Jennifer M. Conner-Zachocki, Becky Rupert
This chapter draws from a one-year qualitative investigation of a ninth-grade English classroom in a new technology-rich high school. The study... Sample PDF
“The More I Write…The More my Mind Evolves into Something Outstanding”: Composing Identities with Social Media Tools
Chapter 19
Mary Amanda Stewart
Previous scholarship demonstrates that immigrant students are using digital technologies for unique purposes in their out-of-school writing. This... Sample PDF
“What Up” and “TQM”: English Learners Writing on Facebook to Acquire English and Express Their Latina/o Identities
Chapter 20
Troy Hicks
Opportunities for teachers to engage in professional development that leads to substantive change in their instructional practice are few, yet the... Sample PDF
Adding the “Digital Layer”: Examining One Teacher’s Growth as a Digital Writer Through an NWP Summer Institute and Beyond
About the Contributors

Author(s)/Editor(s) Biography

Kristine E. Pytash is an assistant professor in Teaching, Learning and Curriculum Studies at Kent State University’s College of Education, Health, and Human Services, where she co-directs the secondary Integrated Language Arts teacher preparation program. Prior to obtaining her Ph.D. in curriculum and instruction with a concentration on literacy education, she was a former high school English teacher. Her research focuses on disciplinary writing, writing instruction in juvenile detention facilities and the literacy practices of youth in alternative schools and juvenile detention facilities. Her recent work has appeared in the Journal of Adolescent & Adult Literacy, English Journal, Voices from the Middle, and Middle School Journal. She has reviewed for Voices from the Middle and the British Journal of Educational Technology.
Richard E. Ferdig is the Summit Professor of Learning Technologies and Professor of Instructional Technology at Kent State University. He works within the Research Center for Educational Technology and also the School of Lifespan Development and Educational Sciences. He earned his Ph.D. in Educational Psychology from Michigan State University. He has served as researcher and instructor at Michigan State University, the University of Florida, the Wyzsza Szkola Pedagogiczna (Krakow, Poland), and the Università degli studi di Modena e Reggio Emilia (Italy). At Kent State University, his research, teaching, and service focus on combining cutting-edge technologies with current pedagogic theory to create innovative learning environments. His research interests include online education, educational games and simulations, and what he labels a deeper psychology of technology. In addition to publishing and presenting nationally and internationally, Ferdig has also been funded to study the impact of emerging technologies such as K-12 Virtual Schools. Rick is the Editor-in-Chief of the International Journal of Gaming and Computer Mediated Simulations, the Associate Editor-in-Chief of the Journal of Technology and Teacher Education, and currently serves as a Consulting Editor for the Development Editorial Board of Educational Technology Research and Development and on the Review Panel of the British Journal of Educational Technology.