Digital Writing in the Early Years

Published on Jan 1, 2007
· DOI :10.4324/9781410618894.CH26
Guy Merchant20
Estimated H-index: 20
  • References (0)
  • Citations (38)
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Cited By38
#1Cheri Williams (UC: University of Cincinnati)H-Index: 12
#2Sandra Beam (Cincinnati Christian University)H-Index: 2
Abstract This review examined 29 empirical studies published in peer-reviewed journals from 2002 to 2017 that investigated the use of computers and information and communication technologies during writing instruction and related writing activities. Qualitative content analysis was employed to investigate how technology was used in the writing program, the impact of technology-mediated instruction on students' writing skills, and the barriers teachers faced in integrating technology into the wri...
2 CitationsSource
#1Anne Öman (University of Gothenburg)H-Index: 2
AbstractToday, teachers orchestrate computer-based tasks in software applications in Swedish primary schools. Meaning is made through various modes, and multimodal perspectives on literacy have the...
#1Grace OakleyH-Index: 9
Abstract This chapter explores how the creation of multimodal texts using digital technologies, including mobile devices, augmented reality and the World Wide Web can engage, support and reposition primary school-aged literacy learners who have diverse needs. There is emphasis on how the creation of such texts can assist literacy learners in attaining reading comprehension, fluency and motivation.
2 CitationsSource
#1Peter Andersson (University of Gothenburg)H-Index: 2
#2Sylvana Sofkova-Hashemi (University of Gothenburg)H-Index: 1
This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen practices in the early years of schooling when pupils learn to read and write (aged 7–8). Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However, aspects of blogging and tweeting do approach the characteristics of “new literacies” as defi...
1 CitationsSource
#1Amina Cviko (UT: University of Twente)H-Index: 4
#2Susan McKenney (UT: University of Twente)H-Index: 23
Last. Joke Voogt (UT: University of Twente)H-Index: 29
view all 3 authors...
Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning outcomes. A case-study method was used to investigate: the co-design experiences of seven teachers; implementation in three kindergarten classes; and pupil learning outcomes. Interviews were used to study ...
9 CitationsSource
#1Sari Räisänen (University of Oulu)H-Index: 2
In contemporary world, there is a need to make changes to literacy practices in schools towards outside school practices based on the use of technology and its communicational affordances. In this study, I focused on the process of reflecting my own emotions as a teacher in the context of changing literacy practices in a Finnish first-grade classroom. In my self-reflection, I aimed to understand my emotions, which were mediated in a discussion between my supervisor and I concerning the practices...
4 CitationsSource
Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resource...
7 CitationsSource
This study sought to determine (1) whether revising on paper versus revising on the computer significantly impacted revisions second graders made; (2) whether revising on paper verses the computer affected the change in quality from the first to final draft; (3) whether the cognitive load of transcription, writing speed and spelling ability affected the revisions second graders make when revising on paper and the computer; and (4) whether the cognitive load of transcription affected the change i...
#1Amina Cviko (UT: University of Twente)H-Index: 4
#2Susan McKenney (UT: University of Twente)H-Index: 23
Last. Joke Voogt (Windesheim University of Applied Sciences)H-Index: 29
view all 3 authors...
The present study focused on the involvement of Dutch kindergarten teachers in curriculum (design and) implementation of PictoPal activities in three different roles: executor-only, re-designer, and co-designer. PictoPal refers to ICT-rich on- and off-computer activities for early literacy. In the executor-only role, teachers were not involved in design; they implemented ready-made PictoPal activities in their classes. The re-designer and co-designer roles involved teams of teachers in a purpose...