Using Computers to Support Children as Authors: An Examination of Three Cases
Technology, Pedagogy and Education Volume 18, Number 1, ISSN 1475-939X
The changing nature of literacy is well documented within the literature, challenging educators to examine their pedagogies in light of the needs of learners in the current climate. The development and creation of non-linear texts within primary classrooms is of current interest as they reflect the types of texts accessed and created by users of technology and afford children opportunities to make connections between their in and out of school literacy experiences. The authors observed children over extended periods as they collaborated with teachers and peers to author non-linear texts for a range of purposes. Three case studies will be reported, providing examples of how three cohorts of primary school children (one lower primary, one middle primary, one upper primary) responded to the challenge to create texts using Information and Communication Technology and the specific learning observed. What is interesting about these cases is the process that the children engaged with as they planned, constructed and evaluated their texts. This paper describes this process and the implications it presents for what we understand about the pedagogy of writing, the creation of text and the opportunities for providing classroom literacy experiences aimed at supporting and fostering student learning. (Contains 1 table and 3 figures.)
Kervin, L. & Mantei, J. (2009). Using Computers to Support Children as Authors: An Examination of Three Cases. Technology, Pedagogy and Education, 18(1), 19-32.
Cited ByView References & Citations Map
David Rago, National University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2985–2987
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