State of the Field: Teaching with Digital Tools in the Writing and Communication Classroom

Robinson, Joy; Dusenberry, Lisa; Hutter, Liz; Lawrence, Halcyon M.; Frazee, Andy; Burnett, Rebecca E.

doi:10.1016/j.compcom.2019.102511

Cited by 26 publications

(28 citation statements)

References 30 publications

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“…Teachers were asked about the digital tools they used and the teaching methods they applied during the school closure period that began in March 2020. To create a broad list of options, we referred to the current literature (Hillmayr et al, 2017; Robinson et al, 2019) and administered pretests to teachers. We used their feedback to adapt the different options that were available.…”

Section: Methodsmentioning

confidence: 99%

Distance Teaching During the COVID-19 Crisis: Social Connectedness Matters Most for Teaching Quality and Students’ Learning

2021

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In spring 2020, school closures were enacted to slow the spread of the COVID-19 pandemic. Students and teachers faced the challenge of organizing digital teaching and learning without sufficient time to prepare. In this study, we investigated how teachers implemented teaching from a distance and how these different implementations were associated with students’ and parents’ perceptions of teaching quality and students’ social involvement, enjoyment of learning, academic effort, and perceived competence. To this end, we examined data from 277 teachers, 3,159 students in Grades 5 to 10, and 1,688 parents who rated classes in mathematics, German language arts, and English as a foreign language during the school closures. The results showed that teachers’ implementations of distance teaching varied greatly. Teaching methods enabling social connectedness (e.g., video meetings, learning videos created by the teacher) revealed the most consistent positive associations with students’ and parents’ teaching quality ratings and students’ learning experiences.

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Section: Methodsmentioning

confidence: 99%

Distance Teaching During the COVID-19 Crisis: Social Connectedness Matters Most for Teaching Quality and Students’ Learning

2021

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“…The role of teachers is important especially in developing students' writing skills. Robinson et al, (2019) pointed out that if the students' writing foundation is built strongly, the teacher believes that they will write well and correctly. In a similar belief, Dreyfus et al (2020) also mentioned how important paying attention to students' writing skills.…”

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confidence: 99%

The Use of Collaborative Design Thinking in Improving Student Writing Skill

Addawiyah

2020

ELLITE. j. Engl. lang. literature. teach

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Writing is still considered a difficult skill to master. Problems arise from variousaspects of writing namely grammar, vocabulary, types of text, outline, and soon. Tackling these problems is possible with appropriate teaching method. TheCollaborative Thinking Design Method (CoDeT) was chosen as an effectiveand innovative method to help students improve students’ writing skills as thisencouraes them to be active in the learning process and discuss with classmates.The purpose of this study was to determine whether there was a significantimprovement in the use of CoDeT method in students’ writing skills. Usingthe VII grade students of MTs AT-Tawazun Subang in year 2019/2020 aspopulation, this study used quantitative methods with experimental researchdesign. The average values obtained in the Pre- and post-test were 52.73 and91.92, respectively. This means that Tcount ttable or 4.01 3.06, with theresult that students’ writing skills are enhanced using Collaborative DesignThinking (CoDeT) method instead of the conventional method. This meansthat there is a significant improvement in the inclusion of Collaborative DesignThinking (CoDeT) method on students’ writing skills. It implies that CoDeTmethod can enhance students’ ability to teach writing skills in narrative texts.Through this research, several advantages of using the Collaborative DesignThinking (CoDeT) method in teaching writing skills to seventh grade studentswere revealed, such as 1). encouraging students to be actively involved in thelearning process and 2). facilitating students in understanding teaching materialthrough discussion.

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“…Each approach has its strengths and can provide some level of insight. Research using surveys have been successful in measuring writing studies comfort with, and use of, technologies in the classroom (Anderson et al, 2006;Reid et al, 2016;Robinson et al, 2019).…”

Section: Measuring the Fieldmentioning

confidence: 99%

“…Writing studies scholarship over the past few decades indicates that writing programs and instructors face an increasing number of topics associated with digital and multimodal communication that need to be addressed in the writing classroom (Anderson et al, 2006;Arola, 2010;Clark, 2010;Robinson et al, 2019;Selfe, 2007;Shipka, 2011;A. F. Wysocki, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…It may well be that we have to rethink what we are teaching, and, in particular, what new learning needs literacy pedagogy might now address. (The New London Group, 1996, p. 61) Writing studies scholarship over the past few decades indicates that writing programs and instructors face an increasing number of topics associated with digital and multimodal communication that need to be addressed in the writing classroom (Anderson et al, 2006;Arola, 2010;Clark, 2010;Robinson et al, 2019;Selfe, 2007;Shipka, 2011;A. F. Wysocki, 2004).…”

Section: Chapter 1 Introduction: Are We Teaching Multimodality?mentioning

confidence: 99%

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From theorizing to practicing multimodality: The prevalence and function of multimodal terminology in writing textbooks

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State of the Field: Teaching with Digital Tools in the Writing and Communication Classroom

Cited by 26 publications

References 30 publications

Distance Teaching During the COVID-19 Crisis: Social Connectedness Matters Most for Teaching Quality and Students’ Learning

Distance Teaching During the COVID-19 Crisis: Social Connectedness Matters Most for Teaching Quality and Students’ Learning

The Use of Collaborative Design Thinking in Improving Student Writing Skill

From theorizing to practicing multimodality: The prevalence and function of multimodal terminology in writing textbooks

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