國立虎尾科技大學 |

Digital Writing Integration in the English Language Arts Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Digital Writing Integration in the English Language Arts Classroom./
作者:	Stepanian, Cara Elizabeth.
面頁冊數:	1 online resource (206 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Secondary education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369787337

Digital Writing Integration in the English Language Arts Classroom.
Stepanian, Cara Elizabeth.

Digital Writing Integration in the English Language Arts Classroom. - 1 online resource (206 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Fordham University, 2017.

Includes bibliographical references

This case study examined how two middle school level English language arts teachers used digital writing in their classrooms, their personal understandings and conceptualizations of digital writing and how the substitution, augmentation, modification, and redefinition (SAMR) model of digital integration might be applied to their teaching practices. The researcher conducted interviews and observations of these two teachers, as well collected documentation of lesson plans and student work. In addition, the researcher conducted two focus groups to evaluate student work through the lens of SAMR. The focus groups also helped to substantiate data triangulation. Even though the two teachers were from different backgrounds, experience levels, and differing viewpoints on the importance of digital writing in the classroom, the research supported that each of them would have benefitted greatly from more targeted and specific goals for the use of digital tools in the classroom and the role of digital writing. The data also supported that SAMR alone is not a valuable tool for teachers to use to guide implementation of digital writing integration. These two cases show that the model is too broad and does not support the nuances of daily interactions in the classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369787337Subjects--Topical Terms:

1179560
Secondary education.
Index Terms--Genre/Form:

554714
Electronic books.

Digital Writing Integration in the English Language Arts Classroom.
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504 $a Includes bibliographical references
520 $a This case study examined how two middle school level English language arts teachers used digital writing in their classrooms, their personal understandings and conceptualizations of digital writing and how the substitution, augmentation, modification, and redefinition (SAMR) model of digital integration might be applied to their teaching practices. The researcher conducted interviews and observations of these two teachers, as well collected documentation of lesson plans and student work. In addition, the researcher conducted two focus groups to evaluate student work through the lens of SAMR. The focus groups also helped to substantiate data triangulation. Even though the two teachers were from different backgrounds, experience levels, and differing viewpoints on the importance of digital writing in the classroom, the research supported that each of them would have benefitted greatly from more targeted and specific goals for the use of digital tools in the classroom and the role of digital writing. The data also supported that SAMR alone is not a valuable tool for teachers to use to guide implementation of digital writing integration. These two cases show that the model is too broad and does not support the nuances of daily interactions in the classroom.
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