This article provides key considerations and step-by-step procedures useful for any teacher to use when planning to enhance their writing instruction with technology. This includes understanding current writing initiatives as well as recognizing the common behaviors of skilled and struggling writers. Four types of underutilized, yet commonly…

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.…

The article discusses the ways of formation the discourse competence on students of textile spheres in the implementation of technology development in critical thinking at the professional foreign language lessons. It highlighted the effectiveness of techniques on technology development in critical thinking, which are used in the educational…

Iyengar and Hood, both teacher consultants with the San Antonio Writing Project (SAWP), and instructors of an undergraduate society and social issues class, collaborated to enhance their undergraduate students' writing experiences using the National Writing Project model (Lieberman & Wood, 2003). Iyengar and Hood used strategies such as…

The research literature on L2 writing processes contains a multitude of insights that could inform writing instruction, but writing teachers are constrained in their capacity to make use of these insights insofar as they lack detailed information about how their students actually engage in the processes of writing. At the same time,…

In contrast to the product approach to writing, which is based on studying and replicating textual models, the process approach involves multiple and repeated steps that compel the writer to closely consider the topic, language, purpose for writing, and social reality of an audience. In addition to discussing the benefits of the process approach…

This article describes how third graders combine traditional literacy practices, including writer's notebooks and graphic organizers, with new literacies, such as video editing software, to create digital personal narratives. The authors emphasize the role of planning in the recursive writing process and describe how technology-based audio…

As many teachers know, students may be adept at text messaging and communicating online but do not know how to craft a basic essay. In the classroom, students are increasingly required to create web-based or multi-media productions that also include writing. Since writing in and for the online realm often defies standard writing conventions, this…

If a picture is worth a thousand words, how many words is a whole picture book worth? This was exactly the question Pierce School teachers asked themselves when they began the project of compiling a photo library for creating realistic and relevant short texts by and for students across all grades in their K-8 elementary school. In an effort to…

The trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the…

In this article, the author first explains what an authors gallery is and suggests additional uses and modifications. Next, readers are taken through a day-by-day description of creating the gallery while having the theory behind this pedagogical choice explained. The step-by-step discussion is supported with student examples and concepts drawn…

Writing is a recursive and complex set of cognitive processes that can be taught effectively to students with disabilities. Employing an adapted cognitive theory of writing, a broad view of what constitutes evidence, and the support of a variety of assistive and internet-based technologies, we developed a writing instructional program to meet the…

With many English teachers now opting to teach writing and literature courses in electronic environments, some of the teachers' most significant experiences in these environments have stemmed from their attempts to make technology available as a literacy tool for culturally diverse student populations. Computer-mediated communication can broaden…

In this article, the author describes Penn High School's writing center, a technology-supported writing classroom which began in July 1994. The Penn writing center operates as a true "center"--a place for students and teachers, technology and talk, thinking and writing to come together. Every day, more than 200 students visit the writing…

Digital media is a great multidimensional communication tool because it combines images, text, sound, and animation. For students to be effective communicators in the 21st century, they need to be sophisticated in expressing ideas with multiple communication technologies, not just the written word. Digital storytelling allows students to use…