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)
Indexed In: SCOPUS
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

The many academic areas covered in this publication include, but are not limited to:

  • 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

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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.