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The Integration of Digital Tools during Strategic and Interactive Writing Instruction

The Integration of Digital Tools during Strategic and Interactive Writing Instruction

Jennifer Renėe Kilpatrick, Rachel Saulsburry, Hannah M. Dostal, Kimberly A. Wolbers, Steve Graham
Copyright: © 2016 |Pages: 20
ISBN13: 9781466686328|ISBN10: 1466686324|EISBN13: 9781466686335
DOI: 10.4018/978-1-4666-8632-8.ch053
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MLA

Kilpatrick, Jennifer Renėe, et al. "The Integration of Digital Tools during Strategic and Interactive Writing Instruction." Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2016, pp. 941-960. https://doi.org/10.4018/978-1-4666-8632-8.ch053

APA

Kilpatrick, J. R., Saulsburry, R., Dostal, H. M., Wolbers, K. A., & Graham, S. (2016). The Integration of Digital Tools during Strategic and Interactive Writing Instruction. In I. Management Association (Ed.), Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications (pp. 941-960). IGI Global. https://doi.org/10.4018/978-1-4666-8632-8.ch053

Chicago

Kilpatrick, Jennifer Renėe, et al. "The Integration of Digital Tools during Strategic and Interactive Writing Instruction." In Professional Development and Workplace Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 941-960. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8632-8.ch053

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Abstract

The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital tools, they were observed incorporating several new tools into their instruction; however, most of the tools were not the ones targeted during professional development. There are factors related to both teacher perspectives and professional development design that seem to play a role in what digital tools are used, how they are used, and who uses them. Based on these factors, suggestions are made for the design of future professional development that more effectively introduces technologies to teachers and supports their efforts to integrate these tools into classroom instruction.

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