Technology in a Targeted Writing Intervention: Student Perceptions and Implications for Educators

• In Event: 31.076 - Technology in Literacy Education

Abstract

While technology can be beneficial for student learning (e.g. Lee, 2017), its potential for enhancing writing instruction, particularly in the early elementary grades and with ELLs, has not been fully explored. This study examines the strengths and limitations of existing technology for writing instruction through surveys and interviews with second-grade ELLs who participated in a writing intervention. Findings show that students preferred the playful animations of the storytelling app “Toontastic”, and disliked Google Classroom/ Google Docs because they associated it with the act of writing. Students also expressed frustration with the voice-to-text feature for writing dictation. Our systematic analysis provides an overview for educators on how to effectively modify and utilize technological tools for writing development.

Authors

• Stephanie Michelle Moody, Texas A&M University - College Station

• Xueyan Hu, Texas A&M University - College Station

• Mahjabin Chowdhury, Texas A&M University - College Station

• Keith Mathew Graham, Texas A&M University - College Station

• Michele L Norton, Texas A&M University - College Station

• Sophia Galvin, Texas A&M University - College Station

• Layne Poole, Texas A&M University - College Station

• Madison Paul

• Mallory Everett, Texas A&M University - College Station

• L. Quentin Dixon, Texas A&M University - College Station

• Li-Jen Kuo, Texas A&M University - College Station