Learning to Write in the Laptop Classroom

Authors

  • Mark Warschauer University of California, Irvine Author

DOI:

https://doi.org/10.1558/wap.v1i1.101

Keywords:

Educational Technology, Laptops, One to One, writing, Composition

Abstract

The teaching and learning of writing was examined in ten diverse K-12 schools in which all of the students in one or more classrooms had individual access to laptop computers. Substantial positive changes were observed in each stage of the writing process, including better access to information sources for planning and pre-writing; easier drafting of papers, especially for students with physical or cognitive disabilities that made handwriting laborious; more access to feedback, both from teachers, who could read printed papers much more quickly than handwritten ones, and, in some schools, by automated writing evaluation programs; more frequent and extensive revision; and greater opportunities to publish final papers or otherwise disseminate them to real audiences.

Author Biography

  • Mark Warschauer, University of California, Irvine

    Mark Warschauer is Professor of Education and Informatics at the University of California, Irvine. He has published widely in computer-assisted language learning (CALL). Besides being a member of the Writing & Pedagogy editorial board, Dr. Warschauer is a former editor of Language Learning & Technology and founder of the Papyrus News blog. He has been recognized with an award for his work in CALL by the TOEFL Policy Council of the Educational Testing Service Language Acquisition and Instruction Committee.

References

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Published

2010-01-16

Issue

Section

Reflections on Practice

How to Cite

Warschauer, M. (2010). Learning to Write in the Laptop Classroom. Writing and Pedagogy, 1(1), 101-112. https://doi.org/10.1558/wap.v1i1.101

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