I Can Do It Better on the Computer: The Effects of Technology-Enabled Scaffolding on Young Writers' Composition

The purpose of this study was to examine how a Web-based software program impacted lower elementary students' composition of personal narratives when using a supported paragraph activity. The subjects in this experiment were first and second grade students in a multi-age classroom in a low soci...

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Bibliographic Details
Published in:Journal of special education technology 2004, Vol.19 (1), p.5
Main Authors: Englert, Carol Sue, Manalo, Maragaret, Zhao, Yong
Format: Article
Language:English
Subjects:
Community Relations
Composition
Computer Software
Computer Uses in Education
Cultural Context
Educational Environment
Educational Technology
Electronic Learning
Elementary school students
Environment
Grade 1
Grade 2
Intuition
Learning Problems
Learning Processes
Low Income Groups
Narratives
Online instruction
Oral Language
Scaffolding (Teaching Technique)
Scoring Rubrics
Social Influences
Special education
Student Development
Student writing
Teaching Methods
Text Structure
Urban Areas
Web Based Instruction
Writing (Composition)
Writing Ability
Writing Assignments
Writing Exercises
Writing Instruction
Writing Processes
Writing Skills
Writing Strategies
Written Language
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Summary:The purpose of this study was to examine how a Web-based software program impacted lower elementary students' composition of personal narratives when using a supported paragraph activity. The subjects in this experiment were first and second grade students in a multi-age classroom in a low socio-economic urban community. The participants were asked to write a story in a Web-based environment on a supported paragraph activity. They were later asked to type a story in the Web-based environment on a free-writing activity. Finally, students were asked to compose a story through the traditional paper and pencil means. Students' personal narratives were scored using rubrics that examined both narrative genre characteristics and writing conventions. Overall findings indicate that students wrote more, incorporated more genre specific characteristics, and demonstrated conventional writing skills on the supported writing assignment. (Contains 10 figures and 2 tables.)
ISSN:0162-6434
2381-3121