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ETD Abstract Container

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Technology and Young Children’s Growth as Writers

Beam, Sandra
http://orcid.org/0000-0001-9910-0631
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522400479974224

Abstract Details

2018, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
The purpose of this qualitative descriptive case study was to examine one kindergarten teacher’s use of digital and multimodal technologies to mediate early writing instruction, explore the students’ appropriation of that instruction to support their independent writing, and investigate how student use of the tablet application, Seesaw, mediated student writing. Data sources included observations of writing instruction as well as students’ participation during independent writing time, student handwritten and digital writing samples, and interviews with the case study participants. Data was analyzed inductively using a sematic relationship analysis (Hatch, 2002) and a conventional content analysis (Hsieh & Shannon, 2005). Results of the study revealed that the teacher explicitly taught new literacies skills so that students could be independent users of the technology. The teacher’s process approach to writing instruction focused on helping students plan, revise, and publish their writing. The technology afforded students the opportunity to engage in revision strategies and publish their writing in a digital environment where the teacher invited parents into the online writing community to view and comment on their child’s digital writing. Students appropriated important concepts and strategies from their teacher’s writing instruction, which they used to compose narrative texts during independent writing time. However, the technology constrained the students’ writing in that it added to their cognitive load, limiting the details included in their shorter digital compositions as compared to their handwritten compositions.
Cheri Williams, Ph.D. (Committee Chair)
Connie Kendall, Ph.D. (Committee Member)
Matthew Schmidt, Ph.D. (Committee Member)
Dong-shin Shin (Committee Member)
176 p.
Teacher Education
technology; writing instruction; digital writing; early childhood; early literacy; case study research

Recommended Citations

Citations

  • Beam, S. (2018). Technology and Young Children’s Growth as Writers [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522400479974224

    APA Style (7th edition)

  • Beam, Sandra. Technology and Young Children’s Growth as Writers. 2018. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522400479974224.

    MLA Style (8th edition)

  • Beam, Sandra. "Technology and Young Children’s Growth as Writers." Doctoral dissertation, University of Cincinnati, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522400479974224

    Chicago Manual of Style (17th edition)

ucin1522400479974224
534
© 2018, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.
Release 3.2.12