Technology and Secondary Writing: A Review of the Literature
|Author Name||University of Author|
Bass, R. & Rosenzwig, R. (1999) Rewiring the history and social studies classroom: Needs, frameworks, dangers, and proposals. Journal of Education, 181(3), 41-63.
Bazerman, C. (2004). Speech acts, genres, and activity systems: How texts organize activity and people. In C. Bazerman & P. Prior (Eds.), What writing does and how it does it: An introduction to analyzing texts and textual practices (pp. 309-339). Mahwah, NJ: Lawrence Erlbaum.
Bhabha, H.K., (1994). The location of culture. London: Routledge.
Creswell, J. W. & Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
Dikli, S. (2006). An overview of automated scoring of essays. Journal of Technology, Learning, and Assessment, 5(1), 1-36.
Dimitriadi, Y. (2001). Evaluating the use of multimedia authoring with dyslexic learners: A case study. British Journal of Educational Technology, 32, 265-276.
Fasulo, A., Girardet, H., & Pontecorvo, C. (1998) Seeing the past: Learning history through group discussion of iconographic sources. In J.F. Voss and M. Carretero (Eds.), International review of history education - Vol 2: Learning and reasoning in history. London: Wobum.
Faux, F. (2005) Multimodality: How students with special education needs create multimedia stories. Communication and Information, 5, 167-181.
CONTEMPORARY EDUCATIONAL TECHNOOGY, 2014, 5(2), 146-160
Gee, J. (1989) What is literacy? Journal of Education, 171(1), 18-25.
Gibbons, S. (2010). Collaborating like never before: Reading and writing through a wiki. English Journal, 99(5), 35-39. Glaser, B. G. & Strauss, A. L. (1967). The discovery of grounded theory; strategies for qualitative research. Chicago, IL: Aldine.
Grimes, D. & Warschauer, M. (2008). Learning with laptops: A multi-method case study. Journal of Educational Computing Research, 38(3), 305-332.
Grimes, D. & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automate. Journal of Technology, Learning, and Assessment, 8(6), 1-42.
Harris, F. (2002). There was a great collision in the stock market: Middle school students, online primary sources, and historical sense making. School Library Media Research, 5. Retrieved on 18 April 2014 from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/ volume52002/harris
Horkay, N., Bennett, R. E., Allen, N., Kaplan, B., & Yan, F. (2006). Does it matter if I take my writing test on compus? An empirical study of mode effects in NAEP. Journal of Technology, Learning, and Assessment, 5(2). Retrieved on 18 April 2014 from http://ejournals.bc.edu/ ojs/ index. php/jtla/article/view/1641/1488
Kinzer, C. K. (2010). Considering literacy and policy in the context of digital environments. Language Arts, 88(1), 51-61.
Krucli, T. E. (2004). Making assessment matter: Using the computer to create interactive feedback. English Journal, 94(1), 47-52.
Landauer, T., Lochbaum, K., & Dooley, S. (2008). A new formative assessment technology for reading and writing. Theory into Practice, 48(1), 44-52. doi: 10.1080/00405840802577593
Lankshear, C. & Knobel, M. (2006). New literacies: Everyday practices and classroom learning. Maidenhead, England: Open University Press. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, S. (2008). Beyond reading and proficiency assessment: The rational cloze procedure as stimulus for integrated reading, writing, and vocabulary instruction and teacher–student interaction in ESL. System, 36(4), 642-660. doi: 10.1016/j.system.2008.04.002
Leu, D. J. & Kinzer, C. K. (2000) The convergence of literacy instruction with networked technologies for information and communication. Reading Research Quarterly, 35, 108-127.
Levstik, L. S. & Barton, K. C. (1996) They still use some of their past: Historical salience elementary children’s chronological thinking. Journal of Curriculum Studies, 28(5) 531-76.
McCarthey, S. J. (2008). The impact of no child left behind on teachers' writing instruction. Written Communication, 25(4), 462-505. doi: 10.1177/0741088308322554
McKeown, M. G. & Beck, I. L. (1994). Making sense of accounts of history: Why young students don't and how they might. In G. Leinhardt, I. L. Beck, and C. Stainton (Eds.), Teaching and learning in history. Hillsdale, NJ: Erlbaum.
CONTEMPORARY EDUCATIONAL TECHNOOGY, 2014, 5(2), 146-160
Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working Toward Third Space in Content Area Literacy: An Examination of Everyday Funds of Knowledge and Discourse. Reading Research Quarterly, 39(1), 38-70. doi: 10.1598/RRQ.39.1.4
No Child Left Behind Act of 2001 (2002). Pub L No 107 – 110, Statute 115, Stat. 1425.
Nicolini, M. B. (2006). Making Thinking Visible: Writing in the Center. Clearing House, 80(2), 66-69.
Oravec, J. A. (2002) Bookmarking the world: Weblog applications in education. Journal of Adolescent and Adult Literacy, 45, 616-621.
Rao, K., Dowrick, P. W., Yuen, J. W., & Boisvery, P. C. (2009). Writing in a multimedia environment: Pilot outcomes for high school student in special education. Journal of Special Education Technology, 24(1), 27-38.
Tarasiuk, T. J. (2010). Combining traditional and contemporary texts: Moving my English class to the computer lab. Journal of Adolescent & Adult Literacy, 53(7), 543-552.
Tharp, T. L. (2010). Wiki, wiki, wiki, - what? Assessing online collaborative writing. English Journal, 99(5), 40-46.
Vygotsky, L. S. (1962) Thought and language. Cambridge, MA: Massachusetts Institute of Technology Press.
Warschauer, M. & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225. doi: 10.3102/0091732X09349791 Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press. Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73-87. Wolsey, T. D. & Grisham, D. L. (2007). Adolescents and the new literacies: Writing engagement. Action in Teacher Education, 29(2), 29-38.
Wolsey, T. D. & Witte, S. (2007). That's online writing, not boring school writing: Writing with blogs and the Talkback Project. Journal of Adolescent & Adult Literacy, 51(2), 92-96.
Williams, B. T. (2003). What they see is what we get: Television and middle school writers. Journal of Adolescent and Adult Literacy 46(7), 546-554.
Wissick, C. A. (1996) Multimedia: Enhancing Instruction for students with learning disabilities. Journal of Learning Disabilities, 29, 494-504.