Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Improving student writing is an issue facing many educators today. Many school systems have begun looking to writing across the curriculum as a means of incorporating writing within the content areas. The problem is twofold. Typically, instructors comment on students' papers in same the way their professors commented on theirs. Sommers notes, “commenting on student writing is the most widely used method for responding to student writing, it is the least understood” (cited in Sprinkle, 2004, p. 273). Secondly, providing feedback can be very time consuming. The study involves using an Internet-based application in both a math and social studies classroom. What we are investigating is the effectiveness of the technology in reducing the overhead associated with providing feedback. Secondly, we are interested in the impact of multiple drafts on student writing performance as well as the usability of the software for student assignments.
McCartney, M., Minny, T. & Ahern, T. (2007). Teachers, Text and Technology. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1600-1603). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from https://www.learntechlib.org/primary/p/24793/.
© 2007 Association for the Advancement of Computing in Education (AACE)
- Ahern, T.C. (2005). Using online annotation software to provide timely feedback in an introductory programming course. Paper presented a t the Frontiers in Education Conference, Indianapolis.
- Sprinkle, R.S. (2004). Written Commentary: A systematic, theory-based approach to response. Teaching English in Two year Colleges, 31(3), 273-286.
- Warchaurer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 470-481.
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