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

6. 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

8. Findings • How do these uses vary by different demographic groups? California School District Colorado School District Standard errors in parentheses * p < 0.05, ** p < 0.01, *** p < 0.001 Controlling variables: gender, ethnicity, ELL, GATE, and IEP status

9. 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”

10. 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.

11. Findings • Impact on writing achievement

12. Findings • Compared with previous cohort 4th – 5th grade 5th-6th grade p<0.01 p<0.01

13. 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.

14. 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.