3 edition of Writing with microcomputers in the elementary grades found in the catalog.
Writing with microcomputers in the elementary grades
Bibliography: p. -84.
|Statement||Sylvia Larter, principal investigator ; research assistants, Ruth Braganca, Irene Rukavina.|
|Series||Education and technology series|
|Contributions||Braganca, Ruth., Rukavina, Irene.|
|LC Classifications||LB1576 .L36 1987|
|The Physical Object|
|Pagination||vii, 176 p. ;|
|Number of Pages||176|
|LC Control Number||88100943|
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The experimental groups used microcomputers for writing while the control groups used traditional methods. Findings indicated that elementary school children, particularly those in the primary grades, increased and improved their writing by using microcomputers and that such results could be obtained in a classroom in a six-month period with only a few computers.
Writing with microcomputers in the elementary grades: process, roles, attitudes, and products. Writing with Microcomputers in the Elementary Grades [microform]: Process, Roles, Attitudes, and Products. Education and Technology Series / Sylvia Larter and Others Book. Abstract Word processing has been widely endorsed as one of the most promising uses of microcomputers in the elementary school curriculum.
This article reviews the burgeoning literature that pertains to word processing and writing in elementary classrooms by constructing five major propositions that cut across individual studies and by: A study examined and compared writing with and without microcomputers in elementary schools.
Specifically, the study examined (1) how the products of writing instruction with a computer differ from the products of traditionally taught writing, (2) the process of teaching writing, (3) teacher-pupil roles when pupils are writing, (4) teacher attitudes toward writing, (5) student attitudes toward Author: Sylvia Larter.
Elementary language arts instruction is usually devoted to helping children understand language critically and express themselves in speech and writing. But individual students' needs differ from the first years of school. Some children are able to write long pieces fluently, while others struggle with .