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Google Docs in Gifted Education – A Lit Review and Proposal for Study
PROCEEDING

, University of North Texas, United States ; , University North Texas, United States ; , University of North Texas, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, Louisiana, United States ISBN 978-1-939797-45-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

A review of current literature regarding effects of using Google Docs for writing with gifted elementary students finds limited research to justify wide-scale adoption of Google Docs in the K-12 classroom, especially at the elementary level. The authors contend that research is needed to answer the following questions: 1) How does the use of Google Docs impact elementary students’ learning and achievement in writing? and 2) Do the features in Google Docs help address the academic, social, or emotional needs of elementary gifted students? This proposed study is designed to address student attitudes toward writing, the writing process, and the integration of peer feedback. The goal of the study is to analyze how utilizing Google Docs benefits gifted students through peer-to-peer feedback, what features within Google Docs students find most useful in producing quality pieces of writing, and what barriers Google Docs may remove which hinder the writing process.

Citation

Kinard, W., Mahaffey, F.D. & Daughrity, L. (2019). Google Docs in Gifted Education – A Lit Review and Proposal for Study. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 656-661). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 6, 2020 from .