Underutilized Technology Solutions for Student Writing

被引：9

作者：

Rowland, Amber ^{[1
]}

Smith, Sean J. ^{[1
]}

Lowrey, K. Alisa ^{[2
]}

Abdulrahim, Naheed A. ^{[1
]}

机构：

[1] Univ Kansas, Lawrence, KS 66045 USA

[2] Univ Southern Mississippi, Hattiesburg, MS 39406 USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2020年 / 56卷 / 02期

关键词：

technology; writing; intervention; academic strategies; learning strategies; learning; disabilities; LEARNING-DISABILITIES; ASSISTIVE TECHNOLOGY; METAANALYSIS; INSTRUCTION;

D O I：

10.1177/1053451220914893

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This article provides key considerations and step-by-step procedures useful for any teacher to use when planning to enhance their writing instruction with technology. This includes understanding current writing initiatives as well as recognizing the common behaviors of skilled and struggling writers. Four types of underutilized, yet commonly available technology families are described with associated online tool exemplars. These tools can be used during writing instruction across educational settings to support varying student needs. Recommendations are also made for a step-by-step approach to embedding technology within various components of writing (i.e., prewriting, research, drafting, editing, proofreading) that allows for implementation of writing strategies paired with commonly available technology. Finally, guidelines are shared to support teacher planning and implementation of effective writing strategies supported with technology.

引用

页码：99 / 106

页数：8

共 27 条

[1]

[Anonymous], 2017, PREP AM STUD SUCC

[2] Computer instruction in handwriting, spelling, and composing for students with specific learning disabilities in grades 4-9 [J].