Planning Only Versus Self-Regulated Learning: An Examination of Writing Outcomes With the Use of Technology and Media

• In Event: 66.079 - Roundtable Session 25
  In Roundtable Session: 66.079-5 - Reasoning, Modeling, Embodied Pedagogy, Expertise, and Self-Regulation

Abstract

With the 21st century cultural rise of technology and media (TAM) in the classrooms, TAM is also used for pre-writing exercises (Warschauer, 2009). When students take ownership of their writing process through the stages of self-regulated learning (SRL): planning, monitoring, and evaluating, writing products supersede those without the adaption of SRL (Zimmerman & Bandura, 1994). Unfortunately, there is a lack of research examining SRL and TAM (Carneiro & Simao, 2011). Moreover, there is no obvious research comparing the effects of pre-writing only versus SRL writing. The aim of this study was to investigate if better writing occurs by applying the SRL stages rather than practicing pre-writing only, specifically when the use of TAM was applied.

Author

• Kristina V. Mattis, San Francisco Unified School District