Writing in the

One-to-One

ELA Classroom:

Trends & Trials Janice Jett, Middle Grades

Language Arts & Literature

Teacher, NC State Doctoral

Candidate

Introduction Passionate about all things teaching and

learning – I particularly love reading and writing.

17 years experience in K-12 and community college settings; all but six of those years teaching writing in the upper grades and beyond

Currently serving in my second year with LA and literature students who have 1:1 access in grades 6-8

Background, con’t.

Previous greatest teaching challenge: Two

months to prepare sophomores for EOC writing

assessment in the late 1990’s

NOW: Teaching middle grades in 1:1 environment

Study interest prompted by curiosity as to how

experienced teachers with 1:1 access teach

writing

Desire to maximize students’ ability to write with

confidence and clarity

Study Questions

Primary: How are teachers’ pedagogical

strategies influenced by their students’ 1:1

access?

What are the challenges for teachers and

students in 1:1 writing environments?

How has 1:1 altered the nature of writing

activities and use of instructional time?

How do 1:1 environments impact student

writing process?

Literature Review

History of laptop implementations,

achievements, and studies

Professional development needs – both

novice and experienced teachers

Student benefits and considerations

Reforms in writing instruction and the

impact of 1:1 programs on practice

Key Studies in 1:1Research 2005/2006 - Warschauer’s two-year 10-site study of

schools in Maine and California – found that 1:1 programs led to deeper learning, development/practice of 21st century skills, and opportunities for more and better writing

2006 – Penuel – Frequently cited in the literature – reviews programs through early 2000’s - found substantial reports of increased student achievement; less clarity concerning core subject performance

2009/2011 – Spires, et al. – 1:1 environment is a “new learning ecology”

Theoretical Framework

Mishra and Koehler’s(2006) Technological,

Pedagogical and Content Knowledge

Framework

Builds on Shulman’s idea that teachers

utilize a balance of content and

pedagogical knowledge in making

instructional decisions – one’s

understanding of technology impacts

their instruction

Mishra & Koehler’s (2006)

TPACK Framework

Your Turn

Reflect on your balance of technology,

pedagogy, and content knowledge.

What area are you most confident in?

What area most challenges you?

Please find your 12:00 pm partner and

discuss your responses.

What area might you imagine is most

difficult for newer teachers?

Methodology Chose two specific sites based on program

longevity and reputed achievement; Principals helpful, selected teachers based on criteria requested

Teachers understood in advance of visits that the study focused on writing but were not instructed to alter plans or conduct a “special” lesson – natural inclusion of writing in the ELA 1:1 setting to capture a more accurate snapshot

Requests made for time to interview students as well as for copies of lesson plans, activities, and student writing samples

Data Collection Observed in classes over two or three

consecutive days with each of two or three teachers per site

Recorded detailed field notes capturing as much teacher-student dialogue & activity as possible

Spent time during planning period and after school engaging teachers in interviews; talked with principals, EC teachers, writing facilitator, etc.

Interviewed students individually and in focus group set-up during class time

Data Analysis Printed data & read repeatedly over the course of

four-six weeks

Marked observations and responses in different-colored ink for each reading after initial pass

Sought areas of overlap and common threads among the teacher data & student interview data separately, then across all participant data

Over time with continuous reflection and review, the overlaps and common threads evolved into three overarching themes

Findings: Prevalent Themes

Engagement vs. Distraction: A Fine Line for Teachers and Students

Laptops as ONE Aspect of the Writing Program – Pencil and Paper continue to have a role in writing activities

The Not-so-Subtle Influence of Teacher Values on Writing Instructional Practices – Collaborative planning does not lead to identical student writing experiences

Theme One: Distractions

Every participant – five teachers and eight students – touched on distractions

All teachers – veteran and newer to the classroom indicated distractions were a problem, with only one teacher not demonstrating considerable concern

Two students of eight admitted getting distracted personally, but every student indicated problems with classmates

Your Turn: DISTRACTIONS

Reflect on what you have learned about

distractions in the 1:1 classroom.

What are your “surefire” techniques for

managing distractions?

Turn to your 3pm appointment and discuss

how you contend with distractions in your

1:1 settings.

Theme Two: Laptops vs. Pens

All teachers continue to use pencil and paper in their classrooms, but for varied purposes

Some teachers indicate challenges with providing feedback for online writing

Two teachers value handwritten journals

Four teachers promote scripting for taking notes, particularly concerning grammar or complex topics

Your Turn

How do you decide which writing

activities are best suited for the laptop?

When do you have students use their

paper and pen or pencils for writing?

What procedures do you use to grade

online writing activities?

Find your 6pm partner to discuss these

questions.

Theme Three: Teacher Values

Ottenbreicht-Leftwich et al. (2010) assert that

teacher value systems are rarely discussed in

conjunction with technology integration

Teachers who plan together may still have

variations in the writing activities and

practices taking place in their rooms

Examples: Ms. Smith – family & relationships;

Ms. Thomas – professionalism; Ms. Young –

love of writing influences students

Your Turn What personal beliefs or values do you have that

you believe influence the way that you teach writing?

How has 1:1 access impacted your beliefs about teaching writing?

Has your teaching team discussed the role of values in teaching writing? If so, what was the outcome?

Find your 9pm appointment to discuss these questions.

Discussion: Sub-Question #1 -

Challenges for Teachers

Distractions – few, if any “foolproof” methods

offered from these experienced 1:1 teachers

aside from close monitoring

Feedback for online writing and grading

procedures – online grading programs helpful,

but not a comprehensive solution; some

teachers adapt editing strategies while others

prefer printouts for scribing detailed feedback

Student keyboarding skills vary, “back doors”

for mischief, equipment malfunctions

Discussion: Challenges for

Students

DISTRACTIONS – Two students admitted

personal difficulties, while ALL participants

indicated problems with classmates

Navigating new applications & programs

Restricted access to sites/applications

New teachers’ lack of use

Lack of 24/7 access for all students

Sub-Question #2 – Changes in

Activities & Use of Time

“Big Push” to have everything in a digital format

Research takes place in the classroom setting as students write – very helpful

Paper and pencil reserved for personal journaling and scribing notes for complex concepts; some drafting

Assignment lengths varied – short answer, “eighth grader” paragraphs; not much evidence of detailed, lengthy writing – one class actively writing an editorial

FLEXIBILITY concerning student comfort for composing

Sub-Question #2: Student

Perspective

All students have at least one way in which writing is still helpful – Three students of eight even prefer to scribe

Four students recognize that writing helps with the learning process – the “light bulb” effect

Matters of trust for three students – Will it break? Will it be available when I need it? Typing slows me down, etc.

Sub-Question #3: Impact on

Student Writing Process

According to Dave and Russell (2010), nearly

50% of young writers still print out their drafts

for editing purposes

Pencil and keyboard thus have a unique and

sometimes shifting role for student writers –

trust and keyboarding skills are factors

Students and teachers alike appreciate

instant access to information, including a

dictionary; frustration with restrictions

Sub-Question #3: Impact on

Student Writing Process, con’t.

Students seemed to mimic their teacher’s

preference for process – i.e. If their teacher

expected a written draft prior to typing, the

students explained that as their process; when

teachers relied more so on paper or laptop

exclusively for writing activities, the students

seemed to do the same

Minority student participants prefer to use

laptop for typing as opposed to composing

Teachers’ Pedagogical

Strategies as Influenced by 1:1 1:1 Teachers expect distractions and actively work

to address them

Teachers demonstrate flexibility in carrying out writing process with their students, understanding that both keyboarding and scripting have a valuable, though often varying, role for student writers and learning

1:1 access increases the opportunity for teacher values to influence the types of writing activities and process experiences that students have

1:1 settings facilitate the coverage and practice of 21st Century Skills

Implications for ELA Instruction

Teachers need guidance and opportunities to

discuss best practices for monitoring students

Teachers would benefit from ongoing

updates/strategies for teaching fact-finding,

organizing, and synthesizing of information

required for 21st century learning

Need for focused discussion detailing teacher

values and instructional decision-making

Implications for ELA, con’t.

Discussion of access for students – 24/7

versus day users – need for support for

day users with distractions, time

management

A need for understanding the student’s

“relationship” with his or her computer

and its impact on writing habits

Impact of perceived audience (online vs.

teacher only) for student writers

Summary

There is no one “right way” to teach writing in

the 1:1 setting.

Distractions are an ongoing challenge for

students and teachers (new and experienced).

Teachers vary their approach to balancing

online writing with traditional scripting.

Teacher values influence the types of writing

activities that take place in their classrooms,

even in collaborative or PLC settings

Moving Forward…

Writing instruction in the English language arts field is in a time of transition

There remains a great deal more to learn about effective writing instruction in the 1:1 setting

Temper the excitement for the tools available with understanding what is most helpful for student writing process in the long-term – flexibility is essential!