Beginning to write with word processing: Integrating writing process and technology in a primary classroom.
The article presents a study on the use of word processors as tools supporting the writing process in a grade 1 class in Canada. Among the topics in the interview with the classroom teacher include the aspects of student behavior, qualities of student interactions and the teacher's approaches to wri...
| Publicado en: | Reading Teacher Vol. 60; no. 5; pp. 420 - 430 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Feb2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=23934800&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 23934800 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Feb2007 vid: 60 iid: 5 pid: 480 pub: Wiley-Blackwell artinfo: ui: 23934800 10.1598/RT.60.5.2 ppf: 420 ppct: 10 formats: fmt: @attributes: type: P size: 152KB tig: atl: Beginning to write with word processing: Integrating writing process and technology in a primary classroom. aug: au: Van Leeuwen, Charlene A. Gabriel, Martha A. affil: University of Prince Edward Island, Canada su: Word processing software Writing First grade (Education) Interviewing Teachers Canada sug: subj: Canada Word processing software Writing First grade (Education) Interviewing Teachers ab: The article presents a study on the use of word processors as tools supporting the writing process in a grade 1 class in Canada. Among the topics in the interview with the classroom teacher include the aspects of student behavior, qualities of student interactions and the teacher's approaches to writing and technology. The study found that the students were generally focused when engaged in writing tasks, were enthusiastic writers both on and off the computer and were often observed counting the number of sentences they had written. The authors presented a number of implications for classroom practice that emerged from the findings of the study. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2007 holdings: @attributes: islocal: N |
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