Can educational technology enhance student interest in creative writing

1
Introduction

• Can educational technology enhance student
  interest in creative writing?
• When writing poetry with the use of educational
  technology, are students more apt to use
  conventional writing tools such as a thesaurus,
  encyclopedia or dictionary?
• Do students think that the use of educational
  technology, while writing poetry, has an impact
  on their creative ability?

Consider This . . .
2
Purpose
The purpose of this study was to see if a new
web-site
would have an effect on student interest and
ability in writing poetry.
3
WHY?
Q. Why would such a study be necessary?
A. The answers can be grouped into three basic
categories 1) Student Behavior 2) Student
Interest 3) Student Performance
4
Student Use

• One of the major reasons we should determine the
  impact of technology on creative writing is the
  fact that student use of technological equipment
  has increased. Did you know that 15 of
  students have a web-enabled cell phone? 35
  have their own digital camera? 62 have their
  own video game console? 82 own or have
  frequent access to their own computer?
• With such a high percentage of students using
  technological products, it is easy to understand
  the goals of some prominent educators in our
  country. Dream how technology can not only
  improve education, but also transform
  what we think of as education.
  
  Former U.S. Secretary of
  Education Rod Paige

5
Student Interest
Student Interest in creative writing can often be
seen by the teacher. Poems, songs, and raps
written in spirals can sometimes be an indicator
that a student enjoys creative writing. Other
clues may include underground classroom
novellas and frequently written long notes. Many
students memorize and write the lyrics to their
favorite songs, which were written by their
favorite artists. All of these indicators may
help motivate a student to consciously develop
their own ability to write creatively!
6
Student Performance

• The need for better student performance could
  easily be seen by reviewing the ELA scores
  produced by 9th, 10, and 11th grade
  students.Grade Met Standard Commended9 82
  610 72 5 11 69 5Observe how student
  performance decreased, as their actual grade
  level increased! Perhaps that is why the Texas
  Educational Agency presented the following
  process to increase student performance.1.
  Examine each objective in light of student
  behavior.2. Think about how to improve delivery
  of instruction so that student learning
  increases.3. Ask probing questions.4. Look at
  this years scores using next years
  standards.(The goal of the LAF web-site is to
  meet the request of step 2!)

7
Methodology

• To determine the impact of the web-site on
  student interest and ability in poetic writing,
  the following steps were performed1) Research
  and Development of Web-site This step began with
  an analytical assessment and outline of the goals
  for the web-site. After that information was
  gathered, additional steps could take place.
  These included obtaining a domain name ,
  acquiring a web-host, and actually writing and
  editing the student web-site. 2) Acquisition of
  Student Volunteers The volunteers for the study
  had to have prior experience with computers as
  well as prior experience with creative writing.
  The volunteers also had to complete all of the
  required paperwork. Documentation was necessary
  to ensure that the students had
  parental/guardianship permission to participate
  in the study, work on the internet, and have
  their work published in various forms.

8
Methodology (Continued)

• 3) Student Completion of Pre-test
  Questionnaire The pre-test questionnaire was
  composed of 10 questions that focused on the
  students familiarity with computers and creative
  writing. Its purpose was to determine student
  interest and ability prior to using the
  web-site.4) Student Completion of Web-site
  Activity and Assessment The web-site activity
  provided examples and opportunities for the
  student to write two forms of poetry.The
  assessment was a quiz that required the on-line
  research of several famous American poets.5)
  Student Completion of Post-test
  Questionnaire The post-test questionnaire was
  also composed of 10 questions. Its primary
  purpose was to determine the students views after
  they used the web-site.6) Computation of
  Student Scores All of the questionnaires,
  activities, and quizzes were scored for all of
  the volunteer students.7) Preparation of
  Research Summary Finally, a summary of all of
  the information, was formed.

9
Results

• The results, of the web-site study, were grouped
  into three areas
• 1) Pre-test Questionnaire Results
• 2) Activity and Assessment Results
• 3) Post-test Questionnaire Results

10
Pre-test Questions and Results

• Do you have a personal computer in your
  home? 100 yes
• How often do you use a personal computer? 50
  very often, 25 often, 25 seldom
• What do you use your personal computer for?100
  research , 75 communication, 75 hobbies, 75
  homework, 50 games, 0 employment.
• Of the items listed in 3. what do you use the
  computer for the most?75 communication, 25
  research.
• Have you ever written poetry before? 100 yes
• If yes, do you enjoy writing poetry? 50 yes,
  50 no
• How creative would you consider your writing to
  be?50 a little creative, 25 very creative, 25
  not creative.
• Have you ever seen a poetry web-site
  before? 100 no
• Have you ever used a poetry web-site
  before? 100 no
• Rate the following learning tools in order of
  your preference. (1 is highest)50
  computers, 25 books, 25 overhead

11
Student Activities and Assessment

• Student Activities100 completion Time approx.
  15 minutesScores 100, 100, 100, 80.
• Student Assessment 100
  completion Time approx. 15
  minutes Scores 100, 100, 75, 50

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Post-Test Questions and Results

• Was the web-site easy to use? 100 yes
• How would you rate the attractiveness of the
  web-site? 100 very attractive
• Please describe what you like the most about the
  website. graphics, pictures, eye-catching,
  instructions
• Please describe what you liked the least about
  the web-site.. the number of questions, no
  games, questions
• Would you look forward to using the web-site
  during school? 100 yes
• Would you look forward to using the web-site in
  your spare time? 100yes
• How do you think the web-site affected your
  ability to write creatively? 75 positive
  effect, 25 no effect
• Please explain your answer to 7. taught me to
  think out of the box, introduced me to new
  poetry, I think I just used it to write
• What features would you eliminate from the
  web-site? some questions, amount of reading
• What features would you add to the
  web-site? games, music, pictures

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Conclusion

• The web-site constructed can be used as an
  effective computer based learning tool for the
  purpose of introducing students to various forms
  of creative writing. As indicated by the survey
  results, students overwhelmingly (100) would
  look forward to using the web-site during school,
  and 75 felt that the web-site had a positive
  effect on their ability to write creatively.
• As a result of the participants high assessment
  scores and positive Post-test Questionnaire
  results, the web-site will be recommended for
  enhanced use in the LaMar Consolidated
  Independent School District. To ensure the
  success of the web-site, volunteer suggestions,
  such as the addition of games and music, will be
  incorporated in accordance with the goals and
  objectives of the Texas Educational Agency.

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Creative Writing with Educational Technology

• Virtual Poster SessionCarol Chambers
  BenjaminMAT Student, Sacred Heart University

Click Mouse to Proceed