With the Interactive-Constructive-Active-Passive (ICAP) framework as a foundation, author Robby Robinette presents two activities that teachers can use to incorporate collaboration into their online (and in-person) classes. The activities make use of students' prior knowledge. The author suggests sources where teachers can find reading texts that…

Learning Management Systems (LSM) have been adopted to provide interaction between instructors and students in online learning courses. In these environments, large volumes of messages are exchanged, making it difficult for the participants to follow all the discussions. When messages are ignored, students' opportunities to effectively construct…

Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language backgrounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more…

Online teaching and learning became popular with the evolution of the World Wide Web now days. Implementing online learning tools within EFL contexts will help better address the multitude of teaching and learning styles. Difficulty in academic writing can be considered one of the common problems that students face in and outside their classrooms.…

With the current expansion of digital tools, the media used for narration is changing, challenging traditional literacies in educational settings. The present study explores what kind of activities emerge when six-year-old children in a preschool class write a digital story, using a word processor and speech-synthesised feedback computer software.…

This article reports on a study designed to explore whether and in what ways individual students' technological literacies might impact collaborative teams. For the collaborative team discussed in this article, technological literacy--specifically, limited repertoires for solving technical problems, clashes between document management strategies,…

This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and…

Assessment of 20 students who learned word processing through cooperative learning and 20 who used an individual learning method found that cooperative learning students learned faster, needed less teacher assistance, and earned higher scores. Most felt positive about the experience. (SK)

A description is given of a cooperative learning, group writing, and word processing project for seventh and eighth graders which used peer pressure to motivate students to improve their writing. Students published their stories in a newsletter. Information is provided on word processing programs suitable for classroom use. (IAH)

Presents eight guidelines to consider when using computers for language instruction, emphasizing computer use in a social and purposeful context. Suggests computer software which adheres to these guidelines. (MM)

Asserts that writing must have as honored a place in the first grade curriculum as reading. Discusses the need for computers in writing labs, word processing in first grade, cooperative learning, staff development, and holistic projects and assessment. Describes the implementation of these ideas in Los Altos, California. (PRA)

Provides three teaching strategies that integrate technology into the curriculum: inductive teaching, cooperative learning, and mnemonics. (MG)

This article describes a highly structured approach for improving the revising skills of students with learning disabilities that combines peer response, strategy instruction, and word processing. The strategy guides students in both the social and cognitive aspects of response and revision. Two studies demonstrating the effectiveness of the…

Studies with 8 children in the United Kingdom and 30 in Finland show that verbal interactions of children doing collaborative writing with a computer are highly task-related and characterized by exchange of information, questioning, judging, organizing, and composing. Exploratory and argumentational use of language was found to be low. (SLD)

Describes how using conferencing software in a computer-assisted writing environment became a catalyst for a distinctive learning ecology that interrelated prosocial student behaviors, learner-centered teaching, and assessment. Argues that the conferencing class not only helped students apply critical thinking and problem-solving skills in…