Learning to Write in the Laptop Classroom

Mark Warschauer

doi:10.1558/wap.v1i1.101

Writing and Pedagogy Jan 2010

Learning to Write in the Laptop Classroom

Mark Warschauer University of California, Irvine

Abstract

The teaching and learning of writing was examined in ten diverse K-12 schools in which all of the students in one or more classrooms had individual access to laptop computers. Substantial positive changes were observed in each stage of the writing process, including better access to information sources for planning and pre-writing; easier drafting of papers, especially for students with physical or cognitive disabilities that made handwriting laborious; more access to feedback, both from teachers, who could read printed papers much more quickly than handwritten ones, and, in some schools, by automated writing evaluation programs; more frequent and extensive revision; and greater opportunities to publish final papers or otherwise disseminate them to real audiences.

Journal: Writing and Pedagogy
Published: 2010-01-16
DOI: 10.1558/wap.v1i1.101
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Open Access: Closed
Topics: teacher development revision assessment writing centers digital rhetoric artificial intelligence
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Learning to Write in the Laptop Classroom

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