Supporting young writers through the writing process in a paperless classroom
© 2014, IGI Global. All rights reserved. In this chapter, the authors describe fifth-grade students' perceptions of how digital tools support writing instruction in a paperless classroom. Extending a constructivist paradigm that embraces studentcentered pedagogies, this study explores both the teacher's approach as well as the students' perceptions of the digital process approach to writing. An overview of each stage of the writing process is provided that includes research supporting digital writing tools for that stage. This is followed by the findings from each section which includes: 1) how the teacher implemented the digital writing tools, and 2) the students' perceptions of the digital tools. The chapter concludes by offering areas of future research as well as offering the limitations of the study.
Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings
Anderson, R., Mitchell, J., Thompson, R., & Trefz, K. (2014). Supporting young writers through the writing process in a paperless classroom. Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings. Retrieved from https://ir.una.edu/tll_facpub/6