ERIC Number: ED342017
Record Type: Non-Journal
Publication Date: 1992-Jan
Reference Count: N/A
Technological Indeterminacy: The Role of Classroom Writing Practices in Shaping Computer Use. Technical Report No. 57.
A study examined the integration of computers into the writing practices of a ninth-grade remedial English class in an urban high school in the San Francisco area. Computers and word processors were introduced midway into the school year. The class was observed and recorded daily through the academic year, and all written work collected. Six students were selected for in-depth focus as they carried out writing tasks. Analysis focused on how classroom writing practices were structured and carried out and how students participated in writing tasks before and after the computers arrived. Although many changes accompanied the use of computers, the study concluded that the teacher's structuring of writing instruction had the greatest impact on both student writing and the ways computers entered into that writing. Findings suggest that computers do not function as independent variables in classrooms, but rather as part of a complex network of social and pedagogical interactions. (Six tables of data and five figures are included; 58 references are attached.) (SG)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.
Identifiers - Location: California