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Supporting Young Writers through the Writing Process in a Paperless Classroom

Supporting Young Writers through the Writing Process in a Paperless Classroom

Rebecca S. Anderson, Jessica S. Mitchell, Rachael F. Thompson, Kim D. Trefz
Copyright: © 2014 |Pages: 26
ISBN13: 9781466659827|ISBN10: 1466659823|EISBN13: 9781466659834
DOI: 10.4018/978-1-4666-5982-7.ch017
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MLA

Anderson, Rebecca S., et al. "Supporting Young Writers through the Writing Process in a Paperless Classroom." Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson and Clif Mims, IGI Global, 2014, pp. 337-362. https://doi.org/10.4018/978-1-4666-5982-7.ch017

APA

Anderson, R. S., Mitchell, J. S., Thompson, R. F., & Trefz, K. D. (2014). Supporting Young Writers through the Writing Process in a Paperless Classroom. In R. Anderson & C. Mims (Eds.), Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings (pp. 337-362). IGI Global. https://doi.org/10.4018/978-1-4666-5982-7.ch017

Chicago

Anderson, Rebecca S., et al. "Supporting Young Writers through the Writing Process in a Paperless Classroom." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson and Clif Mims, 337-362. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5982-7.ch017

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Abstract

In this chapter, the authors describe fifth-grade students' perceptions of how digital tools support writing instruction in a paperless classroom. Extending a constructivist paradigm that embraces student-centered pedagogies, this study explores both the teacher's approach as well as the students' perceptions of the digital process approach to writing. An overview of each stage of the writing process is provided that includes research supporting digital writing tools for that stage. This is followed by the findings from each section which includes: 1) how the teacher implemented the digital writing tools, and 2) the students' perceptions of the digital tools. The chapter concludes by offering areas of future research as well as offering the limitations of the study.

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