"He's Gone and Wrote over It": The Use of Wikis for Collaborative Report Writing in a Primary School Classroom

Autor/inn/en	Doult, Will; Walker, S. Aisha
Titel	"He's Gone and Wrote over It": The Use of Wikis for Collaborative Report Writing in a Primary School Classroom
Quelle	In: Education 3-13, 42 (2014) 6, S.601-620 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2012.752022
Schlagwörter	Classroom Techniques; Class Activities; Web Sites; Web 2.0 Technologies; Technical Writing; Science Education; Collaborative Writing; Interviews; Focus Groups; Student Attitudes; Attitude Change; Case Studies; Plagiarism; Creativity; Copyrights; Group Discussion; Authors; Multimedia Materials; Elementary School Science; Elementary School Students; Teaching Methods; Instructional Effectiveness; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Klassenführung; Web-Design; Technical documentation; Technische Dokumentation; Naturwissenschaftliche Bildung; Interviewing; Interviewtechnik; Schülerverhalten; Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Plagiat; Kreativität; Gruppendiskussion; Author; Autor; Autorin; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland
Abstract	Wikis (websites that can be edited quickly by multiple authors) were used with upper-primary school children to write group reports on a science topic. Two teachers observed the children working, and their observations were used alongside the texts from the wikis and group interviews with children to explore the question of whether using wikis would lead to a change in writing practices and attitudes. This study found that although children often felt proprietorial about their texts, there was some evidence of negotiation and of joint content building. There was also evidence of peer-supported learning of information and communications technology (ICT) skills. Furthermore, the quality and quantity of writing were greater when using wikis than in conventional writing contexts, and the groups which engaged in more discussion produced more text. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10