Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings
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Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings

Rebecca S. Anderson (University of Memphis, USA) and Clif Mims (University of Memphis, USA)
Indexed In: SCOPUS View 2 More Indices
Release Date: April, 2014|Copyright: © 2014 |Pages: 684|DOI: 10.4018/978-1-4666-5982-7
ISBN13: 9781466659827|ISBN10: 1466659823|EISBN13: 9781466659834
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More emphasis is being placed on writing instruction in K-12 schools than ever before. With the growing number of digital tools in the classroom, it is important that K-12 teachers learn how to use these tools to effectively teach writing in all content areas.

The Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings will provide research about how students use digital tools to write, both in and out of school settings, as well as discuss issues and concerns related to the use of these learning methods. This publication is beneficial to educators, professionals, and researchers working in the field of K-12 and teacher education.

Topics Covered

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

  • Future Use of Digital Writing Tools
  • Hardware Used to Teach Writing in K-12 Classrooms
  • In- and Out-of-School Writing Using Digital Tools
  • K-12 Classroom Teachers Studying Students’ Digital Writing Tools
  • Online Tools for Use in the K-12 Writing Curriculum
  • Professional Development for Digital Writing Tools
  • Software Applications Used to Teach Writing in K-12 Classrooms

Reviews and Testimonials

Researchers from the US and Australia offer 31 chapters detailing digital tools for writing instruction in K-12 classrooms. They discuss Web 2.0 and social media tools, such as Google Docs, blogging, Tagxedo, Diigo, and social networks; mobile and multimodal technologies like the Facebook application Hot Dish, digital storytelling, hybrid spaces, iPads, Twitter, and ebooks; integrating technology with writing instruction, including selecting the right digital tool, paperless classrooms, writing in math, digital prompts, responsive design, and peer conferencing; and preparing educators to teach writing digitally, including professional development, designing connected learning opportunities, the Common Core, teaching in secondary classrooms, strategic and interactive writing, and shifting colleague perceptions.

– ProtoView Book Abstracts (formerly Book News, Inc.)

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Rebecca S. Anderson is a Professor in the Department of Instruction & Curriculum Leadership (ICL) at The University of Memphis. She holds her Ph.D. in literacy education and has over 30 years teaching experience with K-adult populations. Dr. Anderson has published widely in the field, operated reading clinics in three states, been a research evaluator of several literacy and educational reform initiatives, and served as a consultant for various local and state programs. Her current research interests include technology integration in K-12 settings, online teaching and learning, and writing across the curriculum.
Clif Mims (http://clifmims.com) is an Associate Professor in the Department of Instructional Design and Technology at the University of Memphis and is the Executive Director of the Martin Institute for Teaching Excellence in Memphis, Tennessee. Mims is a teacher, researcher, author, speaker, and educational consultant specializing in the effective integration of technology with teaching and learning.