ERIC Number: ED316200
Record Type: Non-Journal
Publication Date: 1989
Reference Count: N/A
Writing. A Research-Based Writing Program for Students with High Access to Computers. ACOT Report #2.
Hiebert, Elfrieda H.; And Others
This report summarizes the curriculum development and research effort that took place at the Cupertino Apple Classrooms of Tomorrow (ACOT) site from January through June 1987. Based on the premise that computers make revising and editing much easier, the four major objectives emphasized by the computer-intensive writing program are fluency, knowledge of text structures, writing processes, and sharing. Research indicates that the computer helps facilitate each of these objectives. An exploratory study of the ACOT writing program using classroom observations, student work samples, and interviews with teachers indicated that: (1) quality of instruction, not merely access to computers, is the more significant factor in learning to write; (2) students maintained a level of enthusiasm, comfort, and persistence seldom seen when they have to write by hand to plan, draft, and revise their writing; (3) writers were much more willing to share their work when they had legible, computer-produced text on their screens and on the printed page; (4) students wrote more and better when they used computers for their daily writing activities; (5) low-achieving students demonstrated significant improvement in the quantity and elaboration of their writing; and (6) once third-grade students learned to keyboard an average of 26 words per minute, they were able to record thoughts faster than they could by hand. Critical findings emerging from the study are: (1) any sound writing program can be better facilitated when children write with computers regularly; (2) effective instruction is critical for students to become competent writers; and (3) collaboration between teachers and researchers can produce successful research-based instructional programs. (5 references) (GL)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Apple Computer, Inc., Cupertino, CA.