Creating Agentive Writers with Technology in the Elementary

ClassroomChase Young, Ph.D.

Texas A&M University – Corpus Christi

PPT available for download at thebestclass.org

Conferring with an Avatar Students use text to speech software

to engage in self-revision.

Overview

Inspiration for Research

The writing process has changed due to access to digital tools (Yancy, 2009).

Dalton (2010) suggests that teachers can use technology in every aspect of writer’s workshop.

Olthouse (2012) further suggests that students can use Web 2.0 tools during the each aspect of writing process, including planning, drafting, revising, and publishing.

Stover and Young (2014) examine the use of VoiceThread for peer revision and editing.

Young & Stover (2015) determine that using kidblog to revise/edit writing increases the quality of studnets’ writing

Young & Stover (2013) describe how to use text to speech software for revising and editing.

Some Relevant Research

1. Choose an avatar on Voki.com Type in story or paragraph 2. Listen to it 3. Listen again while reading along 4. Revise

Voki.com

Conferring with an Avatar

Dalton, B. (2012). Multimodal composition and the common core state standards. The Reading Teacher, 66(4), 333–339

Morgan, B. & Smith, R. D. (2008). A wiki for classroom writing. The Reading Teacher, 62(1), 80-82.

Olthouse, J. (2012). Teaching Talented Writers With Web 2.0 Tools. Teaching Exceptional Children, 45(2), 6-14.

Stover, K., & Young, C. (2014). Using 21st century technologies to edit and revise in Ferdig, R., Rasinski, T., & Pytash, K. (Eds). Using technology to enhance writing: Innovative approaches to literacy instruction. Bloomington, IN: The Solution Tree.

Yancy, K.B. (2009). Writing in the 21st century. Ohio Journal of English Language Arts, 49(2), 70-79.

Young, C., & Stover, K. (2013). “Look what I did!” Student conferences with text-to-speech software. Reading Teacher, 67(4), 269-272.

Young, C. & Stover, K. (2015). Promoting revision through blogging in a second grade classroom. Texas Journal of Literacy Education, 3(1), 14-28.

References