Technology Is A Helpful Tool For Teaching The Writing Process

“Technology use in classrooms in today’s world is believed to have a positive impact on

Introduction. New technologies in the classroom are a cutting-edge field of study in contemporary history. Education is now going digital. With the creation of online software for students, the lessons learned in the classroom have shown more efficiency and has made a big contribution to higher literacy rates for students. Not so many years ago, the internet was limited both in what it could do and in who used it. Today, most teachers have not only been exposed to the internet but also have access at home and at school. As we become increasingly more reliant and absorbed in technology, it is no surprise that today’s children have become avid users as well. Laptops are being developed for children as young as five. Smart phones are now in the hands of children as young as ten. In fact, a large number of schools are being retrofitted to place the internet in every classroom. Technology has become an integral part of the majority of Americans’ daily lives. We get our news through various websites and digital newspapers, pay bills, manage our love lives, send and receive mail, and find information all on the Internet. More than 500 million people communicate and keep in touch with friends through social networking. Our new technologically driven lives are thanks to the constantly developing and affordable technology available in the United States. I will discuss how new kinds of technology, active and passive learning roles, the sphere of Autism learning, learning styles and

Developments in digital technology are expanding our understanding of “writing.” To the extent that technology is available and appropriate, by the end of their first

In this assignment, a writing tool was created. It addressed the first step in the writing process. Once created, the writing tool was implemented with a second grade student. A reflection of the impact of the writing process was written.

This controversy will have significant impact on students and teacher stakeholder in school. People are arguing about whether digital tools are effective in students’ writing. Some people argue digital tools have an impact on their writing and other people argue digital tools have no impact on students’ writing. There are some positive and negative impacts using digital tools. Digital tools help students fix their mistakes before students put their paper up online. Digital tools are tools that help improve people’s writing such as Google Docs which students can get feedback from teacher: “Teachers and other students can provide feedback on a document: You simply highlight a word or sentence and insert a comment ” (Sweeney sec.7). Google docs

Use of Computer: Computers can be used to develop the writing skills of English language learners. Writing

Technology plays a huge role in today’s society. Humans have been using the technology for years for almost everything in life. When it comes to today’s generation, people tend to rely so much on technology in order to help them with their writing. In the article “Writing Is Itself a Technology,” Clinton R. Gardner writes about the importance of using technology, how it affects the student’s writing skill in a better way, and how it advances student writing. On the other hand, Norm Goldstein, the author of “Speed Kills Good Writing Skills” stands against the usage of technology in student’s writing skill. Although many may argue about this topic, Gardner debates on this issue and gives his readers well supportive evidence on why technology is not harmful for students in his article. He provides some information concerning how it’s sympathetic for students to use technology in their writing. First, he mentions how writing and chatting online can be extremely useful in order for students to get feedback regarding their writing. Second, they have the opportunity to share their writing via online and can be seen by almost everyone around the world. Third, it gives the ability for students to write in a well-structured way using the right words and improve their grammar.

In the Precision Teaching video (Knatim, 2010) a student presented their writing to a teacher in a secretarial conference. The purpose was for the writer to seek assistance in developing future learning goals by identifying strategies to improve grammar, spelling and punctuation. The secretarial role of the teacher was focused on spelling and punctuation to identify and assess the students understanding and application of known writing strategies. There was a clear focus of providing explicit, direct and positive feedback that empowered the student with a sense of achievement by continuously reinforcing their writing strengths and identifying future learning goals. The role of the student was to identify progress they had made since the last writing conference and to identify their current and future writing needs.

Humanity lives in an age of new and exciting technologies that enables people to improve their writing skills and enhance their reading abilities. This digital age where communication is instant and knowledge is just a Google search away has mean that language has had to evolve and change with the times. The digitalisation of books in inventions such as an e-book reader, the rise of new technologies such as mobile phones with their use of emoticons, the use of the internet in the development of the English language through communication on social media, and the use of spell-checker to help with writing assignments and typing up stories as well as a potential tool to save lives through prevention are

As time changes we can expect our way of life to change. Our expectations take us to new ideas and concepts, which led us to our widespread use of technology and its various advancements. As students in the 21st century, technology has become a major part of who we are, and an even greater tool we utilize daily. In this paper, we will discuss how technology has affected the writing skills of students.

This literature review will outline how IT technologies can be assistive in terms of improving writing skills for students with dyslexia.

All of the students demonstrated an improvement in legibility and reduction in spelling errors using word processing with word prediction. One of the students wrote illegible words 1 in every 8 words and made spelling errors 1 in every 4 words (Handley-More, Deitz, Billingsley, & Coggins, 2003). When the student used word prediction during the final sessions, 100 percent of his words were spelled correctly and written legibly. Another student demonstrated improvement in spelling and legibility. This student experienced a change in frequency of illegible words from 1 in every 11 words to less than 1 in every 100 words with word prediction. The student’s frequency of spelling errors improved from 1 in 8 words to 1 in 40 words through the use of word prediction. Researchers found using word processing with word prediction leads to improvements in legibility and spelling and this could have a huge impact on a student’s learning and grades (Handley-More et al., 2003). The research shows students must be comfortable with technology in order to experience the benefits of word prediction

As member of the online communities, I am sending formal and informal emails, text messages, and news posts to friends and important people. Everyday, I face something new to discover and improve in my writing. For the last three years in high school, I had to write essays every week because it was mandatory. Learning misspelled words made it possible for me to avoid them

In a blog, writing can be observed as interactive, with the main goal to communicate one’s own opinion or experiences to a specific audience. There are two sides of the coin in the classroom aspect of using blogs. The teacher can utilize blogs to post assignments, links, resources, and information regarding dates and\or expectations. On the other hand, the students can use blogs to

There is a growing trend in the use of technology in the classroom. As a teacher, I am always looking for ways to use manipulatives in my lessons to increase meaning and authenticity for students. I would love to keep my students engaged, motivated and interactive in the classroom and still be able to get through the content each day. In order to achieve this, I need to have an arsenal of tools to draw from. That is why I agree with (Tataroglu & Erduran, 2010) as stated in the International Electronic Journal of Elementary Education (IEJEE) that “The use of technologies like IWBs in the classroom can provide teachers and students convenience and variety. “