BGSU Classroom Technology E-Mag Summer 2019 | Page 16

Most teachers will agree that writing is an essential part of students' education. Writing is a foundational skill that is used across disciplines to communicate. Yet, many students struggle with writing concepts, creating a potential barrier within their education. Solutions to this problem are vital if learners are to be successful in their educational careers and beyond. One solution that has been widely accepted is the use of technology integration.

Currently, the education world is racing ahead, attempting to teach more rigorous curriculum to younger and younger students as we compete on a global scale with surrounding countries. In this race, technology is becoming vital for students who live in a world that demands technologically literate citizens who can create, think critically, collaborate and communicate. These skills can be particularly difficult to master for students that learn differently. Writing and technology can be woven together to optimize learning experiences for students who are delayed learners.

I investigated the combination of these two worlds. Merging technology into the Lucy Calkins writing curriculum to create a digital learning experience for 2nd and 3rd grade students with mild disabilities in my local school. For my project, I investigated how digital writing video lessons would impact student attitudes about writing and their writing skills. Overall, I found a significant difference in student attitudes and some improvement with writing skills. Students were exposed to mini-lesson videos each day for 3 weeks. The content of the videos aligned with the general writing curriculum used at school and covered topics from organization, handwriting, editing, and revising. All of the videos ranged from 3 to 8 minutes. Throughout the process, students seemed to enjoy using the videos. They re-watched lessons or sections of lessons to better understand the material. They also used the videos as guides while they completed their writing assignments, watching them and pausing as they went.

By Olivia Arnett