Technology-Mediated Writing Instruction in the Early Literacy Program: Perils, Procedures, and Possibilities

• In Event: 70.065 - Roundtable Session 27
  In Roundtable Session: 70.065-6 - Rewriting and Retheorizing Literacies in Early Childhood

Abstract

The purpose of this qualitative study was to examine the nature of one kindergarten teacher’s use of technology to mediate writing instruction, to document the content of his instruction, and to explore children’s appropriation of their teacher’s instruction for their independent writing. The researchers used twice-weekly classroom observations, semi-structured interviews, and child writing samples as data sources. Data were analyzed inductively using Hatch’s (2002) semantic relationship framework. Results of the study revealed that the teacher’s use of digital and multi-modal technologies during writing lessons made the writing process explicit for children and visibly demonstrated what it means “to write” in kindergarten and how children could go about it. The children appropriated a number of fundamental concepts about the writing process.

Authors

• Sandra Lee Beam, Cincinnati Christian University

• Cheri Williams, University of Cincinnati