I Can Do It Better on the Computer: The Effects of Technology-enabled Scaffolding on Young Writers’ Composition
Margaret Manalo Carol Sue Englert, Michigan State University
Journal of Special Education Technology Volume 19, Number 1, ISSN 0162-6434
The purpose of this study was to examine how a Web-based software program impacted lower element ary students’ composition of personal narratives when using a supported paragraph activity. The subjects in this experiment were first and second grade students in a multi-age classroom in a low socio-economic urban community. The participants were asked to write a story in a Web- based environment on a supported paragraph activity. They were later asked to type a story in the Webbased environment on a free-writing activity. Finally, students were asked to compose a story through the traditional paper and pencil means. Students’ personal narratives were scored using rubrics that examined both narrative genre characteristics and writing conventions. Overall findings indicate that students wrote more, incorporated more genre specific characteristics, and demonstrated conventional writing skills on the supported writing assignment.
Carol Sue Englert, M.M. (2004). I Can Do It Better on the Computer: The Effects of Technology-enabled Scaffolding on Young Writers’ Composition. Journal of Special Education Technology, 19(1),.
Cited ByView References & Citations Map
Caroline Akhras, Notre Dame University, Lebanon
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 264–271
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