Effects of Technology on Critical Thinking and Essay Writing among Gifted Adolescents
Journal of Secondary Gifted Education Volume 16, Number 4, ISSN 1077-4610
This article presents results of a study that compared critical thinking in two writing samples (essays) from gifted adolescents who attended a residential school. The essays were written at the beginning of the junior year (when students were admitted to the school) and at the beginning of the senior year. All students in the study composed their first essay in handwritten form. On the second essay, some students were randomly assigned to a computer condition and composed their essays on the computer. Results demonstrated a gender-specific effect of using computers to compose essays. Boys using the computers produced significantly more words, sentences, and paragraphs than boys who did not use the computer to write and received higher ratings on a structured rubric. Girls scored the same in both conditions and performed consistently at a level on par with the boys using computers. (Contains 5 tables.)
Dixon, F., Cassady, J., Cross, T. & Williams, D. (2005). Effects of Technology on Critical Thinking and Essay Writing among Gifted Adolescents. Journal of Secondary Gifted Education, 16(4), 180-189.
Cited ByView References & Citations Map
Youth, media practices, and privacy: Working with high school teachers to co-create curriculum for better awareness and practice
Giuliana Cucinelli, Mark Kozma, Natia Arabuli & Junesse Christiaans, Concordia University, Canada
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1965–1970
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.