Use of information and communications technology (ICT) in the teaching and learning of writing
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Image: Use of information and communications technology (ICT) in the teaching and learning of writing Summary
Learning to write is an essential part of becoming literate. The challenge in the digital age for teachers and students is how to make the most effective use of all available digital tools to develop and craft quality texts.
There is substantial research identifying the positive potential of information and communications technology (ICT) for teaching and learning, with evidence that technology in the classroom can create a more interactive, engaging, learner‑centred environment (Tamim 2011). Moreover, technology can amplify good teaching practice. This project aimed to identify the potential impact of digital technology on written text and on the processes of planning, creating and editing text. Research method
The aim of this 2018 research project was to identify the current use and potential impact of digital technology on the written product as well as the processes of teaching and learning writing in the primary context. The mixed methods research approach included both qualitative and quantitative methods of data collection and included case studies conducted in 10 NSW primary schools across Years 4 to 6. This case study approach provided insights into the complexity of the digital writing environment within the context of the primary school classrooms.
The research project involved a literature review to understand existing evidence for effective use of ICT in the context of teaching writing. A broad range of qualitative evidence (lesson observations, teaching resources, and teacher and student interviews) was collected throughout the project to provide a rich picture of teaching practices and student behaviour relating to the use of ICT in the classroom. Teachers participated in a research-informed professional learning program. Pre and post project student writing tasks (paper based and digital) provided quantitative information on the impact of the professional learning program and the use of new technologies on students’ writing. Understanding writing pedagogy
A consistent finding in the current research literature is that technology does not embody new pedagogy, but supports existing pedagogical goals and can amplify effective teaching practice. Teacher knowledge is central to effective pedagogy. Teachers draw on and integrate subject and pedagogical knowledge to make decisions about what and how to teach (Shulman 1986). Research by Koehler and Mishra (2009) found that technological knowledge was critical for effective teaching in the context of increasing technological use in the classroom. The technological, pedagogical and content knowledge (TPACK) framework (Koehler and Mishra 2009) was adopted within this project because of its wide use and recognition as a tool for describing and understanding the teaching practice with technology integration. Within the context of teaching writing, teachers draw on knowledge about the craft of writing, available technology applications and effective practice for teaching writing to respond to changing classroom contexts.
The TPACK framework includes the following 3 domains: technological knowledge (TK): teachers’ ways of thinking about and working with all technological tools and resources to support their students’ writing
pedagogical knowledge (PK): teachers’ deep knowledge about […]
