This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by GREENLEAF, C. Search for Related Content Social Bookmarking                   What's this?

Technological Indeterminacy

The Role of Classroom Writing Practices and Pedagogy in Shaping Student Use of the Computer

The Humanities Education, Research and Language Development (HERALD) Project

This study proceeds from the assumption that computers do not function as independent variables in classrooms, but rather as part of a complex network of social and pedagogical interactions. It examines the integration of computers into the writing practices of a remedial English class in an urban high school. Computers and word processors were introduced midway into the school year. The class was observed and recorded daily throughout the academic year, and all written work was collected. Six students were selected for in-depth focus as they carried out writing tasks. Analysis focuses on how classroom writing practices were structured and carried out and how students participated in writing tasks before and after the computers arrived. Although many changes accompanied the use of computers, the study concludes that the teacher's structuring of writing instruction had the greatest impact on both student writing and the ways computers entered into that writing.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				M. Sperling and A. Dipardo English Education Research and Classroom Practice: New Directions for New Times Review of Research in Education, February 1, 2008; 32(1): 62 - 108. [Full Text] [PDF]