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Write to Read in Two Different Practices: Literacy versus Technology in Focus
Umeå University, Faculty of Arts, Department of language studies.
2013 (English)In: Journal of Education and Learning, ISSN ISSN 1927-5250 (Print) ISSN 1927-5269 (Online), Vol. 2, no 2, 96-107 p.Article in journal (Refereed) Published
Abstract [en]

Literacy acquisition by using computers and computer tablets is rapidly gaining ground in Swedish classrooms.This article explores the hypothesis that computer-writing vitalizes the learning of literacy, in comparison withapproaches using books and pencils. The results of two separate studies in two different settings whereprewriting and writing were used to enhance literacy development will be described and discussed. The results ofa recent study of classrooms where computers were used will be compared with an older study where studentsused pencils and paper for writing. The results indicated that the nature of the literacy practice was stronglylinked to the teacher’s conceptions of literacy and learning. The teachers’ choices of computers or pencils astools for writing do, however, not seem to influence the processes of writing in the classrooms. How writing wasenacted in the classrooms and the potential to further development of the literacy practices, were linked toteacher knowledge and the teacher’s conception of literacy.

Place, publisher, year, edition, pages
Canedian Center of Science and Education , 2013. Vol. 2, no 2, 96-107 p.
Keyword [en]
writing, literacy, elementary school, i-pads
National Category
Research subject
educational work
URN: urn:nbn:se:umu:diva-73426DOI: 10.5539/jel.v2n2p96OAI: diva2:631559
Available from: 2013-06-21 Created: 2013-06-21 Last updated: 2014-01-15Bibliographically approved

Open Access in DiVA

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