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As you can see, there are a number of interesting and challenging topics. All of the topics in the list might be considered to be important to a modern education. All are somewhat related to the overall field of Language Arts. Thus, it seems possible that our educational system will decide that each person who teaches some component of Language Arts is responsible for dealing with some or all of the topics listed above. Needless to say, that is a challenge to Language Arts teachers. At the current time, the State of Oregon does not allow use of a word processor when taking Certificate of Initial Mastery (CIM) exams. Research suggests that students who are comfortable in using a word processor are better able to demonstrate their writing skills when assessed in a hands-on computer environment. A 2001 Oregon Supreme Court decision ruled that students with a handicapping condition that is accommodated by use of a word processor can use a word processor on statewide assessment exams. Most learners find it is not easy to learn reading and writing. It is silly to think that computer technology will produce simple and fool proof methods for helping all students to learn to read and write. Click here for a summary of some of the myths of learning to read. The 10 myths discussed in this SEDL report are: Myth #1: Learning to read is a natural process. The research supporting writing using a word processor was examined in a recent metastudy: Goldberg, Amie; Russell, Michael; & Cook, Abigail The Effect of Computers on Student Writing: A Meta-analysis of Studies from 1992 to 2002. The Journal of Technology, Learning and Assessment (JTLA. Volume 2, Number 1. Accessed 4/8/03: http://www.bc.edu/research/intasc/jtla/journal/v2n1.shtml. Abstract: Meta-analyses were performed including 26 studies conducted between 1992&endash;2002 focused on the comparison between K&endash;12 students writing with computers vs. paper-and-pencil. Significant mean effect sizes in favor of computers were found for quantity of writing (d=.50, n=14) and quality of writing (d= .41, n=15). Studies focused on revision behaviors between these two writing conditions (n=6) revealed mixed results. Others studies collected for the meta-analysis which did not meet the statistical criteria were also reviewed briefly. These articles (n=35) indicate that the writing process is more collaborative, iterative, and social in computer classrooms as compared with paper-and-pencil environments. For educational leaders questioning whether computers should be used to help students develop writing skills, the results of the meta-analyses suggest that on average students who use computers when learning to write are not only more engaged and motivated in their writing, but they produce written work that is of greater length and higher quality. Roughly speaking, this abstract indicates that students move up about 1/2 of a letter grade in quality of writing when using a word processor. References added 11/28/04, on "Using Technology to Teach Reading Strategies": ReferencesCenter for Technology and Teacher Education--English [Online]. Accessed 11/18/00: http://curry.edschool.virginia.edu/teacherlink/english/home.html. Conference on English Education (CEE) [Online]. Accessed 11/18/00: http://www.ncte.org/cee/. The Conference on English Education (CEE) is made up of an active constituency concerned with the process of educating teachers of English, reading, and language arts. Formed in 1963, CEE focuses on both preservice training and inservice development of teachers. Goldberg, Amie; Russell, Michael; & Cook, Abigail The Effect of Computers on Student Writing: A Meta-analysis of Studies from 1992 to 2002. The Journal of Technology, Learning and Assessment (JTLA. Volume 2, Number 1. Accessed 4/8/03: http://www.bc.edu/research/intasc/jtla/journal/v2n1.shtml. Abstract: Meta-analyses were performed including 26 studies conducted between 1992&endash;2002 focused on the comparison between K&endash;12 students writing with computers vs. paper-and-pencil. Significant mean effect sizes in favor of computers were found for quantity of writing (d=.50, n=14) and quality of writing (d= .41, n=15). Studies focused on revision behaviors between these two writing conditions (n=6) revealed mixed results. Others studies collected for the meta-analysis which did not meet the statistical criteria were also reviewed briefly. These articles (n=35) indicate that the writing process is more collaborative, iterative, and social in computer classrooms as compared with paper-and-pencil environments. For educational leaders questioning whether computers should be used to help students develop writing skills, the results of the meta-analyses suggest that on average students who use computers when learning to write are not only more engaged and motivated in their writing, but they produce written work that is of greater length and higher quality. Internatonal Children's Digital Library. Accessed 11/20/02: http://www.icdlbooks.org/ The following is quoted from a National Science Foundation Press Release of 11/18/02: Internet Public Library [Online]. Accessed 6/11/01: http://www.ipl.org/. The Internet Public Library (IPL), is a public service organization and learning/teaching environment at the University of Michigan School of Information. It provides a variety of services and sources of information. Quoting from the Website:IPL Collections Total: 37,945 items Language Arts and Technology: The Connection [Online]. Accessed 10/24/01: http://edtech.sandi.net/literacy/. Although specifically targeted to San Diego and California Standards, this Website contains lots of information that will prove useful to all Language Arts teachers. There are specific sections for Grades K-2 and Grades 3-6. Mullan, Pamela Susan (1997). Applying Speed Reading Techniques to Improve Competence and Confidence in On-Screen Computer Reading. Accessed 12/9/02: http://www.smartconcepts.net/Fr_thesis/ . The following is quoted from the abstract of this master's thesis: In recent years, with the rapid developments in computer technology and the influx of electronic text available, the issue of reading from a computer screen has become an important one. While much of the research available examines the causes of reading speed deficits for the on-screen medium, this work looks at potential ways of adapting proven hardcopy Speed Reading techniques to computer screen reading. Randall, Neil (2002). Lingo Online: A Report on the
Language of the Keyboard Generation. Accessed 12/14/02: Over the past decade, the Internet has emerged as a major new medium for communication between individuals. People of all ages make extensive use of electronic mail, instant messaging, and Chat rooms to exchange written messages at previously unheard-of speeds and at various levels of informality. MSN.CA's study explores the ways in which the writers of these messages adapt the English for their needs, and how they introduce non-linguistic elements in an attempt to simulate spoken communication.
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