An app for learning to write: preliminary results from a primary school study
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Aug 31, 2014
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Abstract
This paper presents results from the first phase of a research project aimed at developing a tablet application for teaching primary-school children to write. The study adopts the methodological principles of Design-Based Research. The introduction explains the theoretical assumptions that guided the project, with particular reference to studies on the educational affordances of tablets and on different approaches to the teaching of writing. Subsequently, the article illustrates the context, method, phases of work, and results from the first research phase. This involved the students explaining their ideas about the writing process and about the types of technological support the might improve / facilitate that process. The article concludes with a discussion of the results and future developments of the research.
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Articles - General topics
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References
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Calvani, A. (2012). Alla ricerca di una ragion d’essere per le ICT nella scuola. Psicologia dell’Educazione, 6(3), 293-300.
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Harris, K. R., Graham,,, S., Brindle M., Sandmel K. (2009). Metacognition and children’s writing. In D. J. Hacker, J. Dunlosky, A. C. Graesser (a cura di). Handbook of metacognition in education. New York, NY: Routledge, 31-153.
Henderson, S., & Yeow, J. (2012). iPad in education: A case study of iPad adoption and use in a primary school. System Science (HICSS), 2012 45th Hawaii International Conference, 78-87.
Peria, L. (2013). Il tablet, in particolare l’iPad, nei contesti didattico- educativi della scuola primaria: a literature review. Atti del convegno DIDAMATICA 2013 - Tecnologie e Metodi per la Didattica del Futuro (pp. 413-422). ISBN 978-88-98091-10-2.
Pian, A. (2012). iPad in classe: Il metodo. ebook, Narcissus Self Publishing.
Ranieri, M. (2011). Le insidie dell’ovvio. Tecnologie educative e critica della retorica tecnocentrica. Pisa: Edizioni ETS.
Scardamalia, M. (1981). How children cope with the cognitive demands of writing. In C. H. Frederiksen, J. F. Dominic (a cura di). Writing: The nature, development and teaching of written communication. Hillsdale NJ: Lawrence Erlbaum Associates, 2, 81-103.
Selwyn, N. (2011). Editorial: In praise of pessimism - the need for negativity in educational technology. British Journal of Educational Technology, 42(5), 713-718.
van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Introducing educational design research. In J. van den Akker, K. Gravemeijer, S. McKenney, N. Nieveen (a cura di). Educational Design Research. London & New York: Routledge, 3-7.
Alamargot, D., & Fayol, M. (2009). Modelling the development of written composition. The SAGE handbook of writing development, 23-47.
Avvisati, F., Hennessy, S., R. B., Kozma, & Vincent-Lancrin, S. (2013). Review of the Italian Strategy for Digital Schools. OECD Education Working Papers, No. 90, OECD Publishing. doi: 10.1787/5k487ntdbr44-en
Bardi, D., Castelli, C., Cusconà, S., Mora, P., Morosini, E., Rotta, M., Testa, S., & Testoni, C. (a cura di) (2011). Oltre la carta: in aula con gli iPad e gli eBook Reader. Strategie, strumenti, appunti e riflessioni per una sperimentazione sull’uso integrato di mobile device e contenuti digitali personalizzati nella scuola secondaria superiore: il caso del Liceo “F. Lussana” di Bergamo. Con il contributo di Giuseppe Colosio, Cesare Quarenghi, Annamaria Romagnolo e gli studenti della 4L. Milano: Nova Multimedia Editore. Retrieved from http://sperimentando.liceolussana.com/ebooksperimentazione/ PMLKE_eBook_sperimentazione_vdef3.pdf
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Boscolo, P. (1999). Scrivere testi. In C. Pontecorvo (a cura di), Manuale di psicologia dell’educazione (pp. 195-220). Bologna: Il Mulino.
Boscolo, P. (a cura di) (2002). La scrittura nella scuola dell’obbligo. Insegnare e motivare a scrivere. Roma-Bari: Laterza.
Calvani, A. (2012). Alla ricerca di una ragion d’essere per le ICT nella scuola. Psicologia dell’Educazione, 6(3), 293-300.
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
Flower, L. S., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365-87. http://kdevries.net/teaching/teaching/wp-content/uploads/ 2009/01/flower-hayes-81.pdf
Formisano, M., Pontecorvo,, C., & Zucchermaglio C. (1986). Guida alla lingua scritta. Roma: Ed. Riuniti.
Hacker, D. J., Keener, M. C., & Kircher, J. C. (2009). Writing is Applied Metacognition. In D. J. Hacker, J. Dunlosky, A. C. Graesser (a cura di). Handbook of metacognition in education. New York, NY: Routledge, 154-172.
Harris, K. R., Graham,,, S., Brindle M., Sandmel K. (2009). Metacognition and children’s writing. In D. J. Hacker, J. Dunlosky, A. C. Graesser (a cura di). Handbook of metacognition in education. New York, NY: Routledge, 31-153.
Henderson, S., & Yeow, J. (2012). iPad in education: A case study of iPad adoption and use in a primary school. System Science (HICSS), 2012 45th Hawaii International Conference, 78-87.
Peria, L. (2013). Il tablet, in particolare l’iPad, nei contesti didattico- educativi della scuola primaria: a literature review. Atti del convegno DIDAMATICA 2013 - Tecnologie e Metodi per la Didattica del Futuro (pp. 413-422). ISBN 978-88-98091-10-2.
Pian, A. (2012). iPad in classe: Il metodo. ebook, Narcissus Self Publishing.
Ranieri, M. (2011). Le insidie dell’ovvio. Tecnologie educative e critica della retorica tecnocentrica. Pisa: Edizioni ETS.
Scardamalia, M. (1981). How children cope with the cognitive demands of writing. In C. H. Frederiksen, J. F. Dominic (a cura di). Writing: The nature, development and teaching of written communication. Hillsdale NJ: Lawrence Erlbaum Associates, 2, 81-103.
Selwyn, N. (2011). Editorial: In praise of pessimism - the need for negativity in educational technology. British Journal of Educational Technology, 42(5), 713-718.
van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Introducing educational design research. In J. van den Akker, K. Gravemeijer, S. McKenney, N. Nieveen (a cura di). Educational Design Research. London & New York: Routledge, 3-7.