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Autor/inn/enWolsey, Thomas DeVere; Grisham, Dana L.
TitelAdolescents and the New Literacies: Writing Engagement
QuelleIn: Action in Teacher Education, 29 (2007) 2, S.29-38 (10 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0162-6620
SchlagwörterStudent Attitudes; Teaching Methods; Grade 8; Discussion Groups; Discussion (Teaching Technique); Technology Integration; Technology Uses in Education; Intervention; Interviews; Questionnaires; Portfolio Assessment; Writing Improvement; Writing Achievement; Instructional Effectiveness; California
AbstractThis article shares the results of a 3-year study of the use of threaded discussion groups within intact eighth-grade classrooms in a middle school in Southern California. Using mixed-methods data collection and analysis, it addresses questions about how technology may be used effectively to create engaged writers and how student access to effective technology teaching may help to overcome the "digital divide." Through intervention, observations, interviews, questionnaires, and examination of student work, the study describes and documents the usefulness of integrating technology with the literacy curriculum. Findings include documentation of increased knowledge of "new literacies," critical thinking skills, highly engaged students, and authentic response to literature. Students' perceptions of themselves as writers improved, but gender differences were noted. Boys' perceptions were highly correlated on the preyear and postyear surveys. Implications for teacher education preparation programs are included. (Contains 3 tables.) (Author).
AnmerkungenRowman & Littlefield Education. Journal Subscriptions, 15200 NBN Way, Blue Ridge Summit, PA 17214. Tel: 800-273-2223; Fax: 800-338-4550; e-mail: journals@rowman.com; Web site: http://www.rowmaneducation.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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