Abstract
In this study the authors investigated the effects of integrating iPad applications into writing instruction for fifth grade students. By comparing the writing of students taught with paper and pencil methods with that of students utilizing the iPad writing applications, two research questions guided the study: (1) Are there differences in student writing, especially in visualizing, sequencing, or incorporating sensory details, depending on whether they used iPad apps or paper and pencil? (2) What are, if any, the influences of iPad apps on student’s attitude, behavior, or social relations during the writing instruction? The results demonstrated that the students with iPad apps wrote more cohesive, sequential stories using more sensory details than those with paper and pencil. iPad apps also had an impact on motivation to write and changed the classroom dynamics as iPad apps made the writing process more social and engaging.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Boeglin-Quintana, B., & Donovan, L. (2013). Storytime using iPods: using technology to reach all learners. TechTrends, 57(6), 49–56. doi:10.1007/s11528-013-0701-x.
Bridges, L. (2011). Traits writing: The gold standards of writing instruction and assessment. Scholastic. Retrieved from teacher.scholastic.com
Common Core State Standards Initiative. (2015). English language arts standards, literacy, writing, grade 5. Retrieved from http://www.corestandards.org/ELA-Literacy/W/5/
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks: Sage.
Culham, R. (2011). Traits writing. New York: Scholastic.
Cutler, L., & Graham, S. (2008). Primary grade writing instruction: a national survey. Journal of Educational Psychology, 100(4), 907–919. doi:10.1037/a0012656.
Delacruz, S. (2014). Using nearpod in elementary guided reading groups. TechTrends, 58(5), 62–69. doi:10.1007/s11528-014-0787-9.
Excelsior College Press. (2014). Paper crapers (Version 1.0) [Mobile application software]. Retrieved from https://itunes.apple.com
Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: a meta-analysis of studies from 1992 to 2002. J Technol, Learning Assessment, 2(1), 3–51.
Graham, S. (2008). Effective writing instruction for all students. Renaissance Learning. Retrieved from http://bit.ly/1FYLujm
Harmon, J. (2011). Research study finds iPad bolsters student reading and writing skills. AASL Hotlinks, 10(7), 1–6.
Harris, J. B., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
Landenwich, M. F. (2001). Matching reading models and strategies. The Quarterly, 23(4), 12–16.
Laud, L. (2013). What works in writing instruction. Education Week. Retrieved from http://bit.ly/1C2zLMH
Launchpad Toys. (2013). Toontastic Jr. pirates: Puppet theater (Version 1.0.8). [Mobile application software]. Retrieved from https://itunes.apple.com
McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: how use of an iPad facilitated reading improvement. TechTrends, 56(4), 20–28.
McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher, 60(8), 742–751.
Mobile Education Store. (2013). Story builder (Version 1.8). [Mobile application software]. Retrieved from https://itunes.apple.com
Moreillon, J. (2009). Collaborative strategies for teaching reading comprehension. Chicago: Amer Library Assn Editions.
National Commission on Writing. (2003). The neglected “R”: The need for a writing revolution. New York: College Entrance Examination Board.
National Commission on Writing. (2006). Writing and school reform. Washington: College Entrance Examination Board.
Notion Inc. (2013). Popplet Lite (Version 2.0) [Mobile application software]. Retrieved from https://itunes.apple.com
Nuance Communications. (2013). Dragon dictation (Version 2.0.28) [Mobile application software]. Retrieved from https://itunes.apple.com
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Shih, M. (1986). Content-based approaches to teaching academic writing. TESOL Quarterly, 20(4), 617–648. doi:10.2307/3586515.
Silvernail, D. L., & Gritter, A. K. (2007). Maine’s middle school laptop program: Creating better writers. Maine Education Policy Research Institute. Retrieved from http://maine.gov/mlti/resources/Impact_on_Student_Writing_Brief.pdf.
Sipe, R.B. (2013). Strategies for writers @2013 foundational research. Retrieved from http://bit.ly/1u5ymUS
Staton, H. (1984). Think and write: Sequencing, observing, comparing, classifying, imagining, evaluating. Culver City: Good Year Books.
Sullivan, R. M. (2013). The tablet inscribed: Inclusive writing instruction with the iPad. College Teaching, 61(1), 1–2.
Tamajii Inc. (2012). Storyboard (Version 1.24) [Mobile application software]. https://itunes.apple.com
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Sessions, L., Kang, M.O. & Womack, S. The Neglected “R”: Improving Writing Instruction Through iPad Apps. TechTrends 60, 218–225 (2016). https://doi.org/10.1007/s11528-016-0041-8
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11528-016-0041-8