Paige Friedel

MIP: Annotated Bibliography

Technology as a way of motivating and enhancing writing
McGrail, E., & Davis, A. (2011). The influence of classroom blogging on
elementary
student writing. Journal Of Research In Childhood
Education, 25(4), 415-437.
WHAT: This article describes a case study where a class wrote
blog entries to work on improving their writing. Pre tests and
posttests were given to each student.
The class communicated with each other and teacher via
technology. They assessed themselves and each other online
where it was accessible to the public.
Student quotes and teacher observations are in the article.
SO WHAT: The format of the blog provided opportunities for
students to focus their writing on subjects they are interested
in. They were writing with a purpose and an audience in
mind. Students claimed they found voice during the process.
They were able to communicate their thoughts more openly
in this classroom structure.
NOW WHAT: Implementing this in my classroom would
incorporate technology into writing, and could be used in
many different areas of study. Students could use blogs to
reflect on social studies topics, share science lab results, or
confer on books read in or out of class. This would be a great
way to do a reading log! Students could check out what their
peers were reading to get ideas of what to read next.
Jan, G. L. (2004). Technology and the writing workshop. Childhood
Education, 80(2), 97-103.
WHAT: This article emphasizes HOW to implement
technology into the writing workshop effectively.
It gives examples of how it can be used to promote writing
and share writing.
Some examples include pre-writing activities like
Kidspiration, peer-editing and revising over email with
students in different geographical locations, and publishing
websites such as KidPub.org.
SO WHAT: The examples in this article are great ways of
incorporating technology into the writing workshop/writing
process. Students can work independently and at their own

Paige Friedel
pace, while receiving feedback from web resources and
teachers by email. The article mentions PowerPoint as a
way for students to create presentations of their work.
NOW WHAT: In my classroom I want students to feel that
technology is always an available aide. Researching topics
for more information is a great task for students who finish
a project early. There are many new resources for students
to create visuals and presentations using technology.
Prezis, blogs, wordles, and Kidspiration are a few that I
have seen used productively in a classroom.
Baker, A. E., Rosendal, M. S., & Whitenack, J. W. (2000). Elementary
classroom websites: Support for literacy within and beyond the
classroom. Journal of
Literacy Research, 39 (1), 1-36.
WHAT: This is a scientific study of students in the fourth
grade who are using technology often.
They begin using interactive audiences to review and
assess writing. The focus of the study questions is on
audience and determining authors purpose.
The end of the article includes a scientific examination on
impact of interactive audience on quality of writing.
SO WHAT: The learners in this study responded to the
technology in a positive way. They were more likely to do
their homework when it involved technology. They wanted
to read and enjoyed reading when the passages were
online.
NOW WHAT: This translates to writing, too. Students in the
study were partial to interactive lessons. Online writing
forums are one way to make writing interactive with
technology. Technology also offers programs to improve
student writing, evaluate students strengths and
weaknesses, and utilize second languages.
Hicks, T. (2009). The digital writing workshop. Portsmouth, NH:
Heinemann.
WHAT: This book is about how to incorporate technology
into existing writing instruction, namely writers workshop.
The book focuses on ideas like student choice, active
revision, authors craft, publication, and learning outside of
the classroom.

Paige Friedel

SO WHAT: The author focuses on how technology is

advancing and the way it can improve student learning.
Not using technology would be negligent to a class. By
using technology resources in the classroom, students can
grow with society as technology improves.
NOW WHAT: Hicks mentions writing with your students and
being part of the interaction can be beneficial to a class
structure. I hope to use technology as a way of facilitating
instruction and assessment. There is a whole chapter on
how to use technology to assess! Lots of examples and
resources to use in the future classroom.
Anderson, R. S., Grant, M. M., Speck, B. W. (2008). Technology
to teach
literacy: A resource for K-8 teachers. New Jersey:
Pearson.
WHAT: This source is different in the way that it addresses
special needs learners and their need for technological
assistance.
It also lists assessment options, activities, and rubrics.
SO WHAT: These options provide alternative solutions for
students who may have difficulty writing for many reasons.
Lessons with objectives, goals, steps and resources are
provided for use in many different grade levels (K-8).
NOW WHAT: The screen shots of different computer
programs give me ideas for what I can do in my future
classroom. There is descriptive ways to educate students
on how to use technology productively. Some students may
react better to technology in a classroom. This text
encourages me to offer several ways for students to
produce work in my future classroom.
Tompkins, G. E. (2012). Teaching writing: Balancing process and
product. Boston, MA: Pearson.
WHAT: Digital Toolkits!
Online Assessment Tools- Criterion Online Writing Evaluation
Service, Writing Roadmap, My Access pg. 99
Diagnosing instructional needs, feedback
Online Poetry Generator- Instant Poetry Forms, Read-Write-Think,
Poetry Idea Engine pg. 176

Paige Friedel

SO WHAT: Assessment can be accelerated by technology which

creates more time for teaching and instruction! These assessment
tools are resources for teachers to work with students to evaluate
their work. The poetry websites are designed to prompt students
to begin poems.
NOW WHAT: I would use the poetry sites to prompt student
created poetry. I really like the poetry idea engine. The
assessment websites are good sources for assessing
students work online.

Wainwright, Ashley (2015, March 20). 10 reasons todays students

need technology in the classroom. Secure edge networks.
http://www.securedgenetworks.com/strategy-blog/10-ReasonsToday-sStudents-NEED-Technology-in-the-Classroom
WHAT: Reasons why technology is beneficial for students
Short and sweet, to the point
Supports a lot of my own opinions about why students can use
technology
SO WHAT: I will use this text to create a wordle or word cloud
because the diction is very powerful. There are ideas about how
students can thrive with the application of technology
NOW WHAT: Showing this website to parents and other teachers
would be encouraging for those who are hesitant or do not see it
to be helpful in a classroom! I love how current the article is, and
it is accurate!
Scherer, Marge (2011, February). Transforming education with
technology: A
conversation with Karen Cator. Educational
Leadership: Volume 68, Number
5, pages 16-22.
http://www.ascd.org/publications/educationalleadership/feb11/vol68/num05/Transforming-Education-withTechnology.aspx
WHAT: Interview with director of the office of educational
technology
Questions about how we can see technology being used in k-12
Qualities of education with technology
Inequities and family responsibility with technology

Paige Friedel

SO WHAT: The interview speaks to teachers, parents, and faculty

members about their responsibilities to work towards
implementing educational technology. There are lots of examples
of how it works and why it works!
NOW WHAT: I will use this article to make a poem or recipe about
the characteristics and ways technology can be seen as a means
for education and not necessarily a product. I will also use the
parent and teacher info to create a newsletter about technology
use in the early classrooms.