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Direct linkBrady L. Nash; Merideth Garcia; Carl A. Young; Kristen Hawley Turner; Mary Rice; Amy Piotrowski; W. Ian O’Byrne; Cherise McBride; Ewa McGrail; Clarice Moran; Troy Hicks; William Fassbender; Stefani Boutelier; Donna Alvermann – National Council of Teachers of English, 2024
As English language arts (ELA) teacher educators committed to growing students' passion for reading, writing, and thinking critically, the authors acknowledge the impact that emerging digital technologies have on educational practices. Generative artificial intelligence (GenAI) is one such technology that has sparked both excitement and concern.…
Descriptors: Artificial Intelligence, Teacher Education Programs, English Teachers, Language Arts
Peer reviewedFitzpatrick, Erin; Schrodt, Katie; Kissel, Brian; Gilbert, Suze – Teachers College Record, 2021
Context: Writing is an agentive act. Despite drastic improvements over the past few decades in writing instruction and the push for sharing with authentic audiences, the majority of writing students do is still for the teacher. These practices are at odds with those who advocate for classrooms that are culturally relevant, culturally responsive,…
Descriptors: Writing for Publication, Writing Processes, Culturally Relevant Education, Writing Workshops
Wrigley, Stuart – Active Learning in Higher Education, 2019
This article discusses and challenges the increasing use of plagiarism detection services such as Turnitin and Grammarly by students, arguing that the increasingly online nature of composition is having a profound effect on student composition processes. This dependence on the Internet is leading to a strategy I term 'de-plagiarism', in which…
Descriptors: Plagiarism, Essays, Writing Processes, Computer Software
Peters, Michael A.; Oladele, Ogunniran Moses; Green, Benjamin; Samilo, Artem; Lv, Hanfei; Amina, Laimeche; Wang, Yaqian; Chunxiao, Mou; Chunga, Jasmin Omary; Rulin, Xu; Ianina, Tatiana; Hollings, Stephanie; Farid Barsoum Yousef, Magdoline; Jandric, Petar; Sturm, Sean; Li, Jian; Xue, Eryong; Jackson, Liz; Tesar, Marek – Educational Philosophy and Theory, 2020
This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters' students reading the course based on the Belt and Road Initiative (BRI), their professor Michael Peters, visiting professor Petar Jandric, and a mix of senior Chinese…
Descriptors: Educational Philosophy, Foreign Countries, College Faculty, Writing Processes
