Electronic Media: Word Processing and the Teaching of Writing

Moran, Charles

doi:10.2307/816146

Cited by 9 publications

(5 citation statements)

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“…Sin el ánimo de agotar todas las posibles perspectivas que se han abordado sobre este tema, se mencionan algunos de los ejemplos más relevantes en los cuales se compara la escritura a mano con el uso de procesadores de texto en términos de las predilecciones de los estudiantes, diferencias en las habilidades de composición y procesos cognitivos (Burke & Cizek, 2006;dybdahl, Shaw & Blahous, 1997;Ferris, 2002;Mogey & Hartley, 2013;Mogey et al, 2012Mogey et al, , 2010Mogey et al, , 2008Whithaus, Harrison & Midyette, 2008). Otros investigadores y autores se enfocan en los cambios de las relaciones entre el escritor, el texto y el lector (Bolter & Bolter, 1991;Grigar, 2005;Lyman, 1984;Moran, 1983;Takayoshi, 1996;Zinna, 2011), y otros puntualizan sobre el rol del procesador de palabras como herramienta instruccional o sólo como instrumento productivo (Bangert-drowns, 1993;Collier y Werier, 1995;de Smet et al, 2012;Goldberg, Russell & Cook, 2003;Lunsford, 2006;Morphy & Graham, 2012;Pennington, 1991;Russell & Haney, 1997;Scardamalia, Bereiter & Steinbach, 1984;Zvacek, 1988).…”

Section: Abordaje Teóricounclassified

Los procesadores de texto y los niños escritores: Un estudio de caso

Laverde

González²

2014

Estud. pedagóg.

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En este artículo se presentan los resultados de una investigación que tuvo por propósito identificar las transformaciones en la manera en que un grupo de estudiantes de grado segundo de básica primaria produjeron textos escritos, en el marco del uso del procesador de textos como instrumento complementario de escritura. Para abordar la producción de textos de estos estudiantes se tuvieron en cuenta cuatro categorías de análisis, a saber: Silueta del escrito, Signos de Puntuación, Conectores y Lingüística Oracional aplicada a la comunicación escrita. Los resultados del estudio permitieron identificar la pertinencia del uso del procesador de textos como instrumento complementario al cuaderno de escritura, para el desarrollo de habilidades para la producción de textos escritos a edades tempranas. Palabras clave: escritura, informática educativa, computación y educación, desarrollo de habilidades, experiencias de aprendizaje.

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Section: Abordaje Teóricounclassified

Los procesadores de texto y los niños escritores: Un estudio de caso

Laverde

González²

2014

Estud. pedagóg.

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“…Years ago, Moran (1983) accurately predicted that tools such as word-processors were not going to disappear despite the many issues one could encounter when using -what he called -the new technology (p. 115). He added that these tools would "become the norm at colleges and universities" and that they would and "should, become part of the writing classroom" (Moran, 1983, p. 115).…”

Section: Introductionmentioning

confidence: 99%

Internet-based textual interventions and interactions: how language learners engage online in a written task

Thouësny¹

2013

Internet Research, Theory, and Practice: Perspectives From Ireland

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C omputer and Internet literacy is often taken for granted in the case of young adults born into the digital world; it is generally assumed that they can all use technology effectively. However, as mentioned by Fowley (2011), "it is easy to forget that in Ireland for example, many of the young people whom we routinely call digital natives have only lived online since 2005 or 2006" (p. 20). This situation is considered a drawback, especially when making use of Internet-based applications such as word processors in an educational setting. This chapter investigates learners' use of Google Drive, and more precisely Google Documents, an Internet-based word processing tool, while engaging in a written task. More specifically, it observes how twenty learners of French at university level intervened and interacted with their teacher, after being provided with comments on their written performance, while completing a "bilan", i.e., a written account of their autonomous learning activities and a reflection on their learning outcomes. Findings show that although Internet-based tools are useful in theory to assist learners during a written task, in practice, their functionalities are not systematically exploited by learners who are occasionally reluctant to engage and collaborate.

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“…The following authors responded affirmatively: (Barber, 1984;Bean, 1983;Bickel, 1985;Bradley, 1982;Bridwell, Nancarrow & Ross, 1984;Bridwell & Duin, 1985;Bridwell, Sirc & Brooke, 1985;Card, Robert & Keenan, 1985;Castner, 1983;Collier, 1983;Daiute, 1982Daiute, , 1983Daiute, , 1984Kleiman & Humphrey, 1982;Hennings, 1981;Lindemann & Willert, 1985;McKenzie, 1984;Monahan, 1982;Moran, 1983;Newman, 1984;Piper, 1983;Schwartz, 1982;Schwartz, 1984;Shostak, 1982;Whitney, 1983). Only Harris (1985) Question 2 (kinds of corrections).…”

Section: Observational Studies Of Word Processor's Effectsmentioning

confidence: 99%

Effects of word processing on text revision

Piolat

1991

Language and Education

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Revising is an evaluating and editing process that is an essential part of text production. Is text revising facilitated by the use of word processors? After examining the related research, it is difficult to conclude with certainty that the use of word processors is always effective in improving writers' revising skills, or that their use necessarily leads to the production of higher quality texts. Their effectiveness depends on a large number of parameters (computer equipment, writing skills, task execution conditions) which psychologists are now starting to measure.

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Electronic Media: Word Processing and the Teaching of Writing

Cited by 9 publications

References 0 publications

Los procesadores de texto y los niños escritores: Un estudio de caso

Los procesadores de texto y los niños escritores: Un estudio de caso

Internet-based textual interventions and interactions: how language learners engage online in a written task

Effects of word processing on text revision

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