東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Writing in the Digital Age: A Case S...

Mitchell, Jessica S.

FindBook

Google Book

Amazon

博客來

Writing in the Digital Age: A Case Study of Fifth-Grade Boys.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Writing in the Digital Age: A Case Study of Fifth-Grade Boys./
作者:	Mitchell, Jessica S.
面頁冊數:	217 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3648466
ISBN:	9781321456967

Writing in the Digital Age: A Case Study of Fifth-Grade Boys.
Mitchell, Jessica S.

Writing in the Digital Age: A Case Study of Fifth-Grade Boys. - 217 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ed.D.)--The University of Memphis, 2014.

The purpose of this qualitative case study was to explore the digital-related writing practices of one classroom of fifth-grade boys in a private school who had embraced a 1:1 laptop model in every classroom for over 12 years. As a response to discussions concerning the role of writing and technology in education, especially as states across the country had been preparing for computerized writing assessments through measures such as the Partnership for Assessment of Readiness for College and Careers (PARCC), the study asked what influenced the digital writing practices and products of students with experience in digital writing technologies. Additionally, as girls have outperformed boys on traditionally literacy achievement measures, the study asked what influences in the digital writing environment impacted the boys' development of their identity as writers. The study found a multiplicity of influences on students' digital writing practices, products, and confidence in participating in the classroom; more specifically, the researcher concluded that peer interactions were a particularly salient finding across the data. Discussions were provided with a proposed model for social interaction in digital writing environments. Future recommendations for research were suggested to extend the limited scope of the research to a variety of contexts. In particular, future research was suggested to explore a variety of student-centered and teacher-centered approaches for understanding the role of social support in digital writing environments such as the influence of peer feedback for improving digital writing products in various educational contexts and the impact of teacher training for facilitating quality peer responses for improving digital writing.

ISBN: 9781321456967Subjects--Topical Terms:

2122756
Reading instruction.

Writing in the Digital Age: A Case Study of Fifth-Grade Boys.
LDR:02654nmm a2200289 4500 001 2065954
005 20151205152856.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321456967
035 $a (MiAaPQ)AAI3648466
035 $a AAI3648466
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mitchell, Jessica S. $3 3180712
245 1 0 $a Writing in the Digital Age: A Case Study of Fifth-Grade Boys.
300 $a 217 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
500 $a Adviser: Rebecca Anderson.
502 $a Thesis (Ed.D.)--The University of Memphis, 2014.
520 $a The purpose of this qualitative case study was to explore the digital-related writing practices of one classroom of fifth-grade boys in a private school who had embraced a 1:1 laptop model in every classroom for over 12 years. As a response to discussions concerning the role of writing and technology in education, especially as states across the country had been preparing for computerized writing assessments through measures such as the Partnership for Assessment of Readiness for College and Careers (PARCC), the study asked what influenced the digital writing practices and products of students with experience in digital writing technologies. Additionally, as girls have outperformed boys on traditionally literacy achievement measures, the study asked what influences in the digital writing environment impacted the boys' development of their identity as writers. The study found a multiplicity of influences on students' digital writing practices, products, and confidence in participating in the classroom; more specifically, the researcher concluded that peer interactions were a particularly salient finding across the data. Discussions were provided with a proposed model for social interaction in digital writing environments. Future recommendations for research were suggested to extend the limited scope of the research to a variety of contexts. In particular, future research was suggested to explore a variety of student-centered and teacher-centered approaches for understanding the role of social support in digital writing environments such as the influence of peer feedback for improving digital writing products in various educational contexts and the impact of teacher training for facilitating quality peer responses for improving digital writing.
590 $a School code: 1194.
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational technology. $3 517670
650 4 $a Curriculum development. $3 684418
690 $a 0535
690 $a 0710
690 $a 0727
710 2 $a The University of Memphis. $3 1025952
773 0 $t Dissertation Abstracts International $g 76-06A(E).
790 $a 1194
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3648466