Looking to capture the attention of adolescents' in the classroom? In Using Technology to Improve Adolescent Writing, Stephens and Ballast guide teachers in successfully implementing technology for writing across the curriculum while helping adolescents' develop life-long writing skills. Outlined are four frames of writing: inside, responsive, purposeful, and social action. The student-centered, inquiry-based model connects real-world online writing with content area standards in reading and writing to help teachers teach every student to write in- and out- of school!

Sharpen your students’ communication skills while integrating digital tools into writing instruction. Loaded with techniques for helping students brainstorm, plan, and organize their writing, this handbook troubleshoots issues students face when writing in a printed versus digital context and teaches them how to read in multiple mediums. You’ll find tips for sharing writing, getting interactive feedback, incorporating grammar instruction, and more.

This updated edition of the best-selling book Because Writing Matters reflects the most recent research and reports on the need for teaching writing, and it includes new sections on writing and English language learners, technology, and the writing process.

How to apply digital writing skills effectively in the classroom, from the prestigious National Writing Project As many teachers know, students may be adept at text messaging and communicating online but do not know how to craft a basic essay. In the classroom, students are increasingly required to create web-based or multi-media productions that also include writing. Since writing in and for the online realm often defies standard writing conventions, this book defines digital writing and examines how best to integrate new technologies into writing instruction. Shows how to integrate new technologies into classroom lessons Addresses the proliferation of writing in the digital age Offers a guide for improving students' online writing skills The book is an important manual for understanding this new frontier of writing for teachers, school leaders, university faculty, and teacher educators.

As digital technologies continue to develop and evolve, an understanding of what it means to be technologically literate must also be redefined. Students regularly make use of digital technologies to construct written text both in and out of the classroom, and for modern writing instruction to be successful, educators must adapt to meet this new dichotomy. Exploring Technology for Writing and Writing Instruction examines the use of writing technologies in early childhood, elementary, secondary, and post-secondary classrooms, as well as in professional development contexts. This book provides researchers, scholars, students, educators, and professionals around the world with access to the latest knowledge on writing technology and methods for its use in the classroom.

How does a school district lead a middle level language arts department into a technology based writing curriculum? Is student achievement affected by this implementation of professional development in the area of technology based instruction? An EETT grant funded program fosters organizational change in a district wide implementation focusing on improving technology skills ofteachers and technology and writing skills of students in language arts classes. Teachers were given 80 hours of professional development training in educational technology applications, 32 hours of dedicated lesson planning time, and onsite support in the form of full time TOSAs. Teacher technology skills improved, student technology skills improved, writing skills improved. The focus of the thesis is on ways to advance teacher skills through generating positive perceptions regarding technology as a teaching and learning tool in language arts classrooms. Key Words: technology, online course management, writing, organizational change, teacher perceptions, classroom technology, netbook computers, Moodie, Mahara.

Provides information on integrating digital storytelling into curriculum design.

More emphasis is being placed on writing instruction in K-12 schools than ever before. With the growing number of digital tools in the classroom, it is important that K-12 teachers learn how to use these tools to effectively teach writing in all content areas. The Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings will provide research about how students use digital tools to write, both in and out of school settings, as well as discuss issues and concerns related to the use of these learning methods. This publication is beneficial to educators, professionals, and researchers working in the field of K-12 and teacher education.

When done on a regular basis, interactive writing has the potential to improve independent writing. Authors Kate Roth and Joan Dabrowski detail how this systemic approach can be applied in Interactive Writing Across Grades: A Small Practice with Big Results, PreK-5.' Interactive writing harnesses the natural interactions teachers have with their students as they compose a writing piece. It allows for real-time differentiation and tailored scaffolding. This method fits within any basal writing curriculum and can be adapted to your classroom's technology levels. This book acts as a how-to guide that unpacks this powerful method, going step-by-step and grade-by-grade to figure out where and how interactive writing fits within your literacy framework. Inside you'll find:A complete overview of the interactive writing method and how it fits into your balanced literacy program Concrete ways to launch interactive writing in your classroom to support both process and craft instruction Step-by-step guidance to implement the method with students of all ages Student examples of writing from grades Pre-K through 5 to show what to expect at each phase of the process 'Listen in on a Lesson vignettes that demonstrate the type of scaffolding you can offer during interactive writing lessons Discover what makes interactive writing a particularly effective teaching practice that can support both emergent and fluent writers. Interactive Writing Across Grades can help put this method to work in the classroom immediately. '