Digital Media and Writing in Upper Elementary Schools: A Mixed Methods Study Mark Warschauer Binbin Zheng

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.

Research Method  Participants and settings

Research Questions Frequencies of technology use 1 Perceptions of technology use in writing 2 Effect on writing achievement 3

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): California Standards Test (CST): California District Writing Score: Fall 2009, Spring 2010  Survey: Teacher and student survey on computer use

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

Findings  How frequently do students use these technologies? Most frequent use: --- Write or edit papers --- Get news or information online

Findings  How do these uses vary by different demographic groups? California School District Colorado School District Computer use at school ELL0.23* (0.10) N706 Computer use at school Male0.14* (0.06) Asian0.32* (0.14) ELL0.69*** (0.13) (0.04) N1220 Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < Controlling variables: gender, ethnicity, ELL, GATE, and IEP status

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 don’t believe me come visit us… You have to see it to believe it because your eyes will pop out. “ --- Student “Lupita”

Findings  Impact on academic achievement 4 th grade CST ELA 5 th /6 th grade reading and writing 4 th grade: increased growth in both two years; 5 th grade: decreased growth in ; 6 th grade: increased growth in

Findings  Impact on writing achievement

Findings  Compared with previous cohort 4 th – 5 th grade 5 th -6 th grade p<0.01

Conclusions  Extensive use of netbooks in classrooms, especially in writing and among English Language Learners;  Effect of laptop use on writing in : 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.

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.