Digital Media and Writing in Upper Elementary Schools: A Mixed Methods Study

1
Digital Media and Writing in Upper Elementary
Schools A Mixed Methods Study

• Mark Warschauer
• Binbin Zheng

2
Introduction

• The forms, purposes, and genres of writing are
  experiencing rapid change with the use of digital
  media inside and outside classroom (Warschauer,
  2007)
• This study investigated three forms of new media
  technology-netbook computers, automated writing
  evaluation, and social media-and their impact on
  writing process as well as writing outcomes.

3
Research Method

• Participants and settings

4
Research Questions
5
Research Method

• Source of Data
• Semi-structured Interviews 100 teachers and
  students
• Classroom observations 60 hours
• Documents lesson plans, online materials
• Test Score Data
• Colorado Student Assessment Program (CSAP)
  2008-2010
• California Standards Test (CST) 2008-2010
• California District Writing Score Fall 2009,
  Spring 2010
• Survey Teacher and student survey on computer
  use

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Research Method

• Data Analysis
• Qualitative coding of field notes and interview
  transcripts
• Regression analysis on test scores and survey
  responses
• Comparison with state standards
• Estimate the magnitude of effect using
  residualized change model

7
Findings

• How frequently do students use these
  technologies?

Most frequent use --- Write or edit papers ---
Get news or information online
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Findings

• How do these uses vary by different demographic
  groups?
• California School District
  Colorado School District

Computer use at school
Male 0.14
(0.06)
Asian 0.32
(0.14)
ELL 0.69
(0.13)
(0.04)
N 1220
Computer use at school
ELL 0.23
(0.10)
N 706
Standard errors in parentheses p lt 0.05, p lt
0.01, p lt 0.001
Controlling variables gender, ethnicity, ELL,
GATE, and IEP status
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Findings

• attitudes
• Student quote
• I've actually enjoyed writing more, because
  personally, in the past, I haven't been able to
  write for very long without my wrist starting to
  hurt. Having a laptop, the pain has ended, and my
  writing has improved so very much within just
  this year I've written my best essays, poems,
  summaries, anything, you name it, this year.
• 
  
  --- Student Tristan
• I used to not like writing but now I keep
  looking at the time and inside I am saying Is it
  time for writing yet? If you dont believe me
  come visit us You have to see it to believe it
  because your eyes will pop out.
• 
  
  --- Student Lupita

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Findings

• Impact on academic achievement
• 4th grade CST ELA
  5th/6th grade reading and writing

4th grade increased growth in both two
years 5th grade decreased growth in
2009-2010 6th grade increased growth in
2009-2010.
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Findings

• Impact on writing achievement

12
Findings

• Compared with previous cohort
• 4th 5th grade 5th-6th
  grade

plt0.01
plt0.01
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Conclusions

• Extensive use of netbooks in classrooms,
  especially in writing and among English Language
  Learners
• Effect of laptop use on writing in 2009-2010
• Achievement growth increased compared to previous
  cohort.
• Negative effect of laptop use on writing in the
  first year implementation, positive effect on
  writing in the second year implementation.
• Students identify themselves as writers when
  engaging in blogs and wikis.

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Implications

• Low-cost netbook computers and free social media
  appeared to provide a helpful environment for
  assisting fourth to sixth grade students to
  develop as writers
• English Language Learners make use of netbooks
  more than other students and develop positive
  attitudes towards the effect of netbooks on
  writing
• More longitudinal research is needed to evaluate
  the effect of laptop programs.