Teacher Implementation of a Technology-Based Intervention for Writing

Autor/inn/en	Evmenova, Anya S.; Regan, Kelley; Ahn, Soo Y.; Good, Kevin
Titel	Teacher Implementation of a Technology-Based Intervention for Writing
Quelle	In: Learning Disabilities: A Contemporary Journal, 18 (2020) 1, S.27-39 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Teaching Methods; Educational Technology; Technology Uses in Education; Writing Instruction; Intervention; Learning Disabilities; Special Education Teachers; Visual Aids; Grade 6; Grade 7; Grade 8; Writing Assignments; Writing Skills; Instructional Effectiveness; Program Implementation; Program Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schreibunterricht; Learning handicap; Lernbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Anschauungsmaterial; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Writing skill; Schreibfertigkeit; Unterrichtserfolg
Abstract	Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded self-regulated strategies and technology supports to improve the persuasive paragraph writing of 43 6th-8th grade students with LD. Teachers followed scripted lesson plans when delivering instruction. Quality of their instruction or process fidelity while implementing a technology-based intervention was determined. Students wrote a paragraph in response to a persuasive prompt using a Microsoft Word document at pretest, using TBGO at posttest with TBGO, and using a Microsoft Word document at posttest without TBGO. There were significant differences in the number of words, transition words, and essay parts measures between pretest and posttest with TBGO as well as between pretest and posttest without TBGO. Gain scores on the essay parts measure showed no correlation with the students' typing rate. However, there was a significant correlation found between those gain scores and teachers' process fidelity scores. Differences between teachers' implementation along with practical implications for the integration of technology tools in writing instruction are discussed. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01