Paige Friedel

Multigenre inquiry paper: How can teachers use technology to

enhance writing skills and motivate learners to write?
According to a study done in the United Arab Emirates (Ismail, et
al., 2012), teachers who are new to the field use computers in a
classroom more often than experienced teachers. It is likely that these
teachers are more familiar with technology and feel comfortable using
it in their classrooms. Whereas, teachers with experience are less
comfortable trying new ideas because they are using what has worked
for them in the past. This study also gives evidence that a lack of
resources and crowded classrooms often deter teachers from
technology use.
There are many ways to use technology in a time efficient and
space-saving manner. Teachers in todays society are gaining
confidence in incorporating technology in their activities and daily
routines. Technology can be easily integrated into the writing process.
Projectors and document cameras can be used for students and
teachers to share their writing with the class (Jan, 2004). Hicks
demonstrates many ways to use technology in the writing workshop.
His book mentions social bookmarking as a way of sharing websites to
get ideas flowing. This is a new age way of brainstorming
collaboratively. Conferencing in the classroom can be less disruptive
and more constructive through the use of blogs, wikis, and online word
processors. Teachers can quickly give feedback throughout the writing
process and use this to determine the types of mini lessons that would
be useful to the class. When it comes to publishing writing, there are
multimedia websites that allow students and whole classes to post
their work online. Class anthologies are easily assembled on a website
where parents and students have access to read each others writing
(Hicks, 2009).
A classroom experiment was completed to gauge students
participation and excitement levels with a yearlong classroom blog.
The students reported at the end of the year that they liked knowing
who the audience was. Their writing had become interactive with the
use of a blog. Students would write a poem and receive quick feedback
from their classmates on the topic or their writing style. Students said
they enjoyed writing and found a purpose through the application
(McGrail and Davis, 2011). From a teachers perspective, these
students are learning about audience and authors purpose through
interacting with their audience. Students are also able to evaluate their
own writing, the effectiveness of their writing, and they can comment
on each others writing.
There has been proof of improved writing for students with
disabilities who use a word processor. They showed specific
achievement in organization, spelling, and word usage (Anderson,
2008). Organization or concept-mapping software can be great for

Paige Friedel
students who need help getting started writing. Brainstorming and
organizing thoughts is the first step in the writing process. For visual
learners, making a mind map on a computer or tablet may help them
visualize how their paper should be organized. Students can even put
their writing into the form of a book and add computer images or their
own illustrations, using the program Imagination Express. This is a way
to publish books for beginning writers who are learning about the final
stages of the writing process (Anderson, 2008).
Technology can effectively encourage and improve writing skills
for students in primary and secondary grades. It is up to the teacher to
decide how often and in what ways they incorporate technology into
their writing curriculum.
Sources:
Anderson, R. S., Grant, M. M., Speck, B. W. (2008). Technology to teach
literacy: A resource for K-8 teachers. New Jersey: Pearson.
Baker, A. E., Rosendal, M. S., & Whitenack, J. W. (2000). Elementary
classroom websites: Support for literacy within and beyond the
classroom. Journal of
Literacy Research, 39 (1), 1-36.
Hicks, T. (2009). The digital writing workshop. Portsmouth, NH:
Heinemann.
Ismail, S. A. A., Al-Awidi, H. M., Almekhlafi, A.G. (2012). Employing
reading and
writing computer-based instruction in English as a
second language in
elementary schools. International Journal of
Business and Social Science, 3
(12), 265-274.
Jan, G. L. (2004). Technology and the writing workshop. Childhood
Education, 80(2), 97-103.
McGrail, E., & Davis, A. (2011). The influence of classroom blogging on
elementary
student writing. Journal Of Research In Childhood
Education, 25(4), 415-437.
Scherer, Marge (2011, February). Transforming education with
technology: A
conversation with Karen Cator. Educational
Leadership: Volume 68, Number
5, pages 16-22.
http://www.ascd.org/publications/educationalleadership/feb11/vol68/num05/Transforming-Education-withTechnology.aspx
Tompkins, G. E. (2012). Teaching writing: Balancing process and
product. Boston, MA: Pearson.

Paige Friedel

Wainwright, Ashley (2015, March 20). 10 reasons todays students

need technology in the classroom. Secure edge networks.
http://www.securedgenetworks.com/strategy-blog/10-ReasonsToday-sStudents-NEED-Technology-in-the-Classroom