Illuminating Change: Technology, Feedback, and Revision in Writing

Theoretical Framework

Learning to write is a process deeply entwined in the social and emotional growth of learners (Bomer & Laman, 2004). It is situated and authentically embedded within activity, context and culture (Lave & Wenger, 1991), grounding much of the research on writing in socio-cultural theories of learning (Vygotsky, 1978) and situated cognition (Lave & Wenger, 1991).

Vygotsky’s (1978) socio-cultural theory asserts that learning depends upon people’s interactions with one another; learning is a social act and culture provides the tools that help learners develop understandings of the world around them. A cultural historical theoretical view of learning is sometimes used to capture the complexities of classroom environments (Guiterrez & Stone, 2000). This theoretical perspective embraces the notion that learning is a transactional process (Dewey & Bentley, 1949) mediated by cultural tools, including spoken and written language, as people participate in routine activities in communities of practice (Dyson, 2000; Gutierrez & Stone, 2000; Lave & Wenger, 1991).