1,680 research outputs found
Pencil or Keyboard? Boysâ Preferences in Writing
Handwriting is an important subject in primary schools, especially in the Early Years. The importance of writing skill is now seen as a debate with the increasing demand on children to learn technology skills to help them with 21st Century learningâhow to write on the keyboard effectively. The topic is important because handwriting is an essential life skill to have with or without technology. In this study, I looked at the importance of both in the context of the qualitative case studies in three schools in Melbourne, Australia. The aim of the research is to explore how do students understand the learning of handwriting and keyboarding in schools? This qualitative case study employed a Thematic Analysis approach in which the central intention was to understand the lived experience of six Year 6 boys across three schools and their attitudes to writing and technology. In this article, I addressed the importance of teaching handwriting to primary school students, especially in the first four years of their school life from Foundation to Year 3. The findings suggest that teachers should continue explicitly teaching handwriting to their students despite the heavy reliance on technology in todayâs lifestyle
The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary
In today\u27s fast-paced digital world, keyboard-based writing has become a key component of daily communication, with students engaging in keyboarding early in their school trajectories. Nonetheless, there\u27s a lack of systematic studies investigating individual-level factors impacting keyboard-based writing and relationships with the writing instruction typically provided in primary school settings. Using multilevel modelling the current study examined student-level predictors of keyboard-based writing quality and fluency in Year 2 Australian children (N = 544), including keyboarding automaticity, spelling, reading skills, executive functioning, writing attitudes, gender; and classroom-level (N = 47) variables predicting keyboard-based writing, such as teachersâ preparation and instructional practices for writing. Results revealed that keyboarding automaticity, spelling, word reading, general attitudes toward writing, and gender were uniquely related to compositional quality. Keyboarding automaticity, word reading, and gender were also uniquely related to compositional fluency. Results also showed that female students outperformed their male peers in keyboarding automaticity, compositional quality and fluency, but also on attitudes toward writing and reading comprehension. For classroom-level factors, findings showed time teaching keyboarding positively related to compositional fluency and time teaching handwriting negatively related to compositional quality and fluency. Interactions were also found between gender and time teaching keyboarding, teaching revision and planning strategies, and specific student-level factors. The novel findings from this study suggest that, to support Year 2 studentsâ keyboard-based writing, attention must be placed on multiple components predicting studentsâ writing performance
The multidimensionality of Japanese kanji abilities
The aim of this study was to identify the cognitive structures of kanji abilities in the Japanese general population and to examine age and cohort effects on them. From a large database of the most popular kanji exam in Japan, we analyzed high school graduation level data of 33, 659 people in 2006 and 16, 971 people in 2016. Confirmatory factor analyses validated the three-dimensional model of kanji abilities, including factors of reading, writing and semantic comprehension. Furthermore, the age effect on writing, and correlations between writing and semantic dimensions, were different between 2006 and 2016, suggesting reduced writing ability and stagnation in integrated mastery of kanji orthography and semantics in current-day Japanese adults. These findings provide the first evidence of the multidimensional nature of Japanese kanji abilities, and age/cohort differences in that dimensional structure. The importance of the habit of handwriting for literacy acquisition is discussed
Factors that describe the use of digital devices in Latin American universities
Mobile digital devices are at the same time a tool for social interaction, an individual learning resource and can be a valuable contribution in the context of higher education to develop and promote new teaching and learning models. Recent studies show that both the more traditional pedagogical models of face-to-face teaching and distance teaching mediated by Virtual Learning Environments (VLE) can be enhanced by the use of these devices on and off campus. Likewise, the current context of Higher Education urges university institutions to promote a series of generic and specific competencies, where the use of these devices in a personal, academic and professional way acquires an outstanding value in the European Higher Education Area (EHEA), and represents an enrichment of university educational practice. This paper presents a study of the didactic and social use made by Hispanic American university students in 10 universities in several areas in order to establish common and divergent patterns of use so that useful conclusions can be extrapolated to improve the educational context of Higher Education in the Hispanic world
Cognitive underpinnings of multidimensional Japanese literacy and its impact on higher-level language skills
æŒąćăźææžăçżćŸăé«ćșŠăȘèšèȘèœćăźçșéă«ćœ±éżăäžăăăăšăçșèŠ --èȘăżæžăçżćŸăźçæ¶Żè»éă«éąăăăăŹăŒă ăŻăŒăŻăźæć±--. äșŹéœć€§ćŠăăŹăčăȘăȘăŒăč. 2021-01-27.This study aimed to identify the cognitive underpinnings of Japanese kanji abilities and clarify the contributions of kanji acquisition to the development of higher-level language skills based on a three-dimensional view of kanji abilities encompassing reading accuracy, writing accuracy, and semantic comprehension. First, a series of regression analyses was used to identify the multifactorial models of each dimension of Japanese kanji acquisition. These models suggest that, among basic cognitive skills, naming speed, visuospatial processing, and syntactic processing underpin kanji abilities in a dimension-specific manner, whereas phonological processing is a common factor. Second, although all the dimensions of kanji abilities predicted acquired verbal knowledge equally, writing skills on the text level, measured as idea density, were only predicted by the writing dimension (indirectly via acquired knowledge). Our findings represent the first evidence of the dimension-specific relationships of the three dimensions of Japanese kanji abilities with their cognitive predictors, as well as with higher-level language skills. They suggest the importance of handwriting acquisition during school years for the development of language skills through to adulthood. Finally, taking the seminal âNun study, â which suggests that higher idea density is protective against dementia, into account, we propose a theoretical framework for the lifelong trajectory of literacy acquisition
What can screen capture reveal about studentsâ use of software tools when undertaking a paraphrasing task?
Previous classroom observations, and examination of studentsâ written drafts, had suggested that when summarising or paraphrasing source texts, some of our students were using software tools (for example the copy-paste function and synonym lookup) in possibly unhelpful ways. To test these impressions we used screen capture software to record 20 university students paraphrasing a short text using the word-processing package on a networked PC, and analysed how they utilised software to fulfil the task. Participants displayed variable proficiency in using word-processing tools, and very few accessed external sites. The most frequently enlisted tool was the synonym finder. Some of the better writers (assessed in terms of their paraphrase quality) availed themselves little of software aids. We discuss how teachers of academic writing could help students make more efficient and judicious use of commonly available tools, and suggest further uses of screen capture in teaching and researching academic writing
Handwriting versus keyboarding in first grade: Which modality best supports written composition performance and learning?
PhD thesis in Reading researchAn important background for the present thesis is the increasing digitalisation in school, and more specifically, the Norwegian first-grade reality, where a growing number of schools provide students with personal digital devices to be used in initial writing instruction. The research that compares effects of handwriting and keyboarding on childrenâs early writing is, however, scarce, findings are inconsistent, and many of the studies suffer from methodological problems, for example, inadequate control of childrenâs prewriting experience (Wollscheid et al., 2016).
The aim of the present thesis was therefore to investigate whether modality â handwriting on paper or keyboarding on digital tablet with text-to-speech functionality â affects first graderâs written composition performance and written composition learning, and whether these effects depend on childrenâs literacy skills (grapheme-phoneme mapping, first sound segmentation, blending, word reading, spelling and vocabulary) measured at school start. This was examined in a sample of Norwegian first graders from 18 schools, where five schools taught children to write by hand, five schools taught children to write by digital tablet postponing handwriting, and eight schools taught children to write both by hand and using a digital tablet. Childrenâs compositions were analysed for length and quality by formally assessing a set of text features related to both transcription (spacing, spelling and punctuation) and narrative sophistication (vocabulary, syntax and narrative structures). The text quality measures were specifically developed for assessing narratives by beginning writers which typically are short and simple. The statistical modelling was done using Bayesian methods, which allow for demonstrating evidence in both the presence and absence of effects.
This thesis includes four articles. Article 1 is a philosophical discussion of how texts by beginning writers can be analysed from a quantitative viewpoint. The three remaining articles contribute to the thesis by empirically investigating the effects of modality on first gradersâ written composition performance and written composition learning. Article 2 shows that first graders who are taught writing in both modalities from the start of school are likely to produce compositions of similar length and quality in both modalities. This article also shows that the lack of a modality effect on written composition performance does not depend on childrenâs literacy skills. For example, students with weaker literacy skills did not produce stories of higher quality in one or another modality.
Article 3 demonstrates that first-grade students receiving instruction based on handwriting or digital tablets with otherwise minimal change to instruction, overall learn to compose text at the same rate throughout the first year of formal writing instruction. The students showed similar development in text length, syntactic complexity and accuracy, and narrative structures, regardless of learning to write by hand or with a digital tablet. Students writing with a digital tablet showed better performance in transcription accuracy (spelling, spacing and terminator accuracy), but showed little or no development of these text features through the first grade. Students writing by hand started at a lower performance level for transcription accuracy but showed improvement throughout the year. This difference in performance can probably be attributed to the text-to-speech functionality offered by the digital tablets. Article 4 shows that there were no interaction effects between modality and studentsâ literacy skills on learning to compose text. This means that there were, for example, no advantages related to learning to compose text with a digital tablet, or by hand, for students with weaker literacy skills.
The conclusion of the thesis is that, in a context similar to the one studied here, modality does not substantially affect first-grade studentsâ written composition performance or written composition learning. Thus, it seems that instruction based on handwriting and instruction based on digital tablets can provide children with similar opportunities to develop their written composition skills in their first year of school. Before clear recommendations about the choice of modality for initial writing instruction can be made, future research should investigate the potential transition effects of going from learning to write in one modality to the other.En viktig bakgrunn for denne avhandlingen er den Ăžkende digitaliseringen i skolen, og mer spesifikt den norske fĂžrste-klasse-virkeligheten, der et Ăžkende antall skoler utstyrer elevene med personlige digitale enheter til bruk i skriveopplĂŠringen. Forskningen som sammenligner effektene av hĂ„ndskrift og tastaturskriving pĂ„ barns tidlige skriving er imidlertid knapp, funn er inkonsistente og mange av studiene lider av metodologiske svakheter, for eksempel utilstrekkelig kontroll av deltakernes tidligere skriveerfaring (Wollscheid et al., 2016).
MĂ„let med denne avhandlingen var derfor Ă„ undersĂžke om modalitet â hĂ„ndskrift pĂ„ papir eller tastaturskriving pĂ„ nettbrett med tekst-til-tale funksjonalitet â pĂ„virker fĂžrsteklassingers prestasjon i og lĂŠring av tekstkomposisjon, og om disse modalitetseffektene avhenger av barnas literacyferdigheter (grafem-fonem-kunnskap, framlydsanalyse, fonologisk syntese, ordlesing, staving og vokabular) mĂ„lt ved skolestart. Dette ble undersĂžkt i et utvalg av norske fĂžrsteklassinger fra 18 skoler, hvorav fem skoler lĂŠrte barna Ă„ skrive for hĂ„nd, fem skoler utsatte hĂ„ndskriftsopplĂŠringen og lĂŠrte elevene Ă„ skrive pĂ„ digitalt nettbrett, og Ă„tte skoler lĂŠrte barna Ă„ skrive bĂ„de for hĂ„nd og pĂ„ digitalt nettbrett. Elevenes tekster ble analysert for lengde og kvalitet gjennom formell vurdering av et sett av teksttrekk knyttet bĂ„de til transkripsjon (staving, mellomromsbruk og tegnsetting) og narrativ kompleksitet (vokabular, syntaks og narrative strukturer). TekstkvalitetsmĂ„lene ble utviklet spesielt for Ă„ vurdere begynnerskriveres fortellinger, som typisk er korte og enkle. Den statistiske analysen ble gjort gjennom Bayesianske metoder, som kan bevise bĂ„de tilstedevĂŠrelse og fravĂŠr av effekter.
Avhandlingen inkluderer fire artikler. Artikkel 1 er en vitenskapsteoretisk diskusjon av hvordan tekster av begynnerskrivere kan analyseres fra et kvantitativt perspektiv. De tre resterende artiklene bidrar til avhandlingen gjennom Ä empirisk undersÞke modalitetseffekter pÄ fÞrsteklassingers prestasjon i og lÊring av tekstkomposisjon. Artikkel 2 gir evidens for at fÞrsteklassinger, som fra starten av fÞrste klasse lÊrer Ä skrive i begge modaliteter, etter all sannsynlighet produserer fortellinger av lik lengde og kvalitet i begge modaliteter. Denne artikkelen viser ogsÄ at mangelen pÄ en modalitetseffekt pÄ prestasjon i tekstkomposisjon ikke avhenger av elevenes literacyferdigheter. For eksempel skrev ikke elever med svakere literacyferdigheter fortellinger av hÞyere kvalitet i en av modalitetene.
Artikkel 3 viser at fÞrsteklasseelever som fÄr undervisning basert pÄ enten hÄndskrift eller digitalt nettbrett, med ellers minimal forandring i undervisningen, i hovedsak lÊrer Ä komponere tekster i samme takt gjennom det fÞrste Äret med skriveopplÊring. Elevene viste lik utvikling av tekstlengde, syntaktisk kompleksitet og nÞyaktighet og narrative strukturer, uavhengig av om de lÊrte Ä skrive for hÄnd eller pÄ digitalt nettbrett. Elever som skrev pÄ nettbrett, presterte bedre pÄ transkripsjonsnÞyaktighet (stave-, mellomroms- og tegnsettingsnÞyaktighet), men viste liten eller ingen utvikling av disse teksttrekkene gjennom fÞrsteklasse. Elever som skrev for hÄnd, startet pÄ et lavere nivÄ i transkripsjonsnÞyaktighet, men viste utvikling gjennom Äret. Denne forskjellen i prestasjon kan sannsynligvis tilskrives tekst-til-tale funksjonaliteten pÄ de digitale nettbrettene. Artikkel 4 viser at det ikke var noen interaksjonseffekter mellom modalitet og elevenes literacyferdigheter pÄ lÊring av tekstkomposisjon. Det vil si at det var, for eksempel, ingen fordeler knyttet til Ä lÊre Ä komponere tekst pÄ digitalt nettbrett, eller for hÄnd, for elever med svakere literacyferdigheter.
Konklusjonen i avhandlingen er at, i en kontekst lik den som er studert her, pÄvirker ikke modalitet fÞrsteklassingers prestasjon i tekstkomposisjon eller lÊring av tekstkomposisjon i vesentlig grad. Det ser altsÄ ut som at skriveopplÊring basert pÄ hÄndskrift og skriveopplÊring basert pÄ nettbrett kan gi elever like muligheter for Ä utvikle ferdigheter i tekstkomposisjon det fÞrste Äret pÄ skolen. FÞr klare anbefalinger om bruk av modalitet i begynneropplÊring kan gis, bÞr framtidig forskning undersÞke mulige overgangseffekter i Ä gÄ fra Ä lÊre Ä skrive i en modalitet til den andre modaliteten
Integrating Blogs in Student teachersâ Practical Work
A variety of technological platforms can help advance teacher education. The current review focuses on the contributions of blogs and blogging in teacher education. The introduction will begin with an explanation of the blog platform, a description of its generic characteristics, and a review of the variety of blog functions. This will be followed by a review of research from various parts of the world that examined the practical uses and the benefits of the blog in the context of teacher education. The final section will present a summary of the benefits of blogging in teacher education and some implications for teacher [email protected] College of Education, Tel-Aviv, IsraelBiberman-Shalev, L. (2018). Personal blogs or communal blogs? Pre-service teachersâ perceptions regarding the contribution of these two platforms to their professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 69 (1), 253â262.Biberman-Shalev, L. (2020). Blogs in higher education: Potential uses and advantages for both scholars and student. Progress in Education, 62, 157â180.Biberman-Shalev, L. (in press). The blog as a time capsule: Student teachers review their reflective blogs. The Educational Forum.Biberman-Shalev, L., Tur, G., Buchem, I. (2020). Culture, identity and learning: A mediation model in the context of blogging in teacher Education. Open Praxis, 12(1), 1â15.Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovate: Journal of online education, 4 (5), 2â8.Fisher, L., Kim, D. (2013). Two approaches to the use of blogs in pre-service foreign language teachersâ professional development: A comparative study in the context of two universities
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