Supporting Young Writers through the Writing Process in a Paperless Classroom

Perspectives

This study was grounded in a constructivist paradigm (Moll & Greenberg, 1990; Vygotsky, 1978) that embraces a shift away from teacher-centered classrooms to a learning environment where students explore and discover through social interactions with others. We also view the digital learning environment as an extension of such paradigms, agreeing with sociolinguistics (Gee, 2007; New London Group, 1996) that the social practices of society influence the ways literacy is created and valued. As Leu, Kinzer, Coiro, Castek, and Henry (2004) contend, understanding Internet practices “has become this generation’s defining technology for literacy in our global community” (p.1159). Likewise, this study considers that when technology is merged with constructivist classrooms, the resulting practice reflects an “insider mindset” (Knobel & Lankshear, 2005), transforming not only “what is to be learned,” but also “how it is to be learned” (p. 93; italics in original). Thus, adding digital tools to constructivist classrooms provide new avenues for students to engage with one another and reflect on their learning in ways that traditional classrooms cannot. For example, online discussion forums offer authentic contexts for students to share their views with others and reflect on their learning while at the same time eliminating the intimidation of face-to-face conversation by creating “safe space” for sharing viewpoints (Martin-Stanley, 2007). Additionally, digital tools within constructivist classrooms extend “participatory cultures” (Callahan & King, 2011; Jenkins, 2009) within larger classroom and school contexts by positioning students as both creators and distributors of knowledge.