16 SES 10 A, Current Trends and Challenges of Technologies in Education: From learning with MOOCs to using Minecraft at school (Part 1)
Symposium to be continued in 16 SES 11 A
At the end of five years of high school, students are required by Québec’s education ministry (le ministère de l’Éducation et de l’Enseignement supérieur du Québec – MEES) to write a final exam. In this exam, which students must pass in order to obtain their high school diploma, students are given 3 hours and 20 minutes to write a 500-word essay (an “open letter”) using traditional manual writing. But what if they could use a computer to type their work? The MEES invited us to conduct a study to assess the impact of computer use on the essays in terms of the writing quality and process. More specifically, the following objectives were targeted: Objective 1: Measure the effects of using a spelling and grammar checker on the number and type of text errors (vocabulary, syntax, punctuation, spelling, and grammar). Objective 2: Measure the effects of using a spelling and grammar checker on text length and writing time. Objective 3: Describe students’ perceptions of specific computer writing conditions. In this study, a mixed, predominantly quantitative (quasi-experimental) approach was used to assess texts written by 300 adolescents aged 16 to 17 years in four writing conditions. Some students wrote their texts directly in Microsoft Word and using Antidote, a spelling and grammar corrector program featuring robust analysis tools and a set of interactive dictionaries and language guides. Some students were trained to use Antidote (Group A) and others used it intuitively (Group B). Students in Group C used Microsoft Word but with the spelling and grammar corrector deactivated. A fourth group (Group D) wrote their essays by hand throughout the study. The data relating to objectives 1 and 2 were treated quantitatively: descriptive statistics were performed, followed by ANOVAs to reveal differences among the four groups. The interviews were subjected to a content analysis to assess students’ perceptions of the digital tools. The main results of the quantitative analysis (numbers and types of errors; text length; writing time) and qualitative analysis (individual interviews) are presented.
Beauvais, L., Favart, M., Passerault, J. M., & Beauvais, C. (2014). Temporal Management of the Writing Process: Effects of Genre and Organizing Constraints in Grades 5, 7, and 9. Written Communication, 31(3), 251-279. doi:10.1177/0741088314536361 Connelly, V., Gee, D., & Walsh, E. (2007). A Comparison of Keyboarded and Handwritten Compositions and the Relationship with Transcription Speed. British Journal of Educational Psychology, 77(2), 479-492. Graham, S., & Perin, D. (2007). A Meta-Analysis of Writing Instruction for Adolescent Students. Journal of Educational Psychology, 99(3), 445-476. Hoomanfard, M. H., & Meshkat, M. (2015). Writing on a computer and using paper and pencil: Is there any difference in the internal cognitive processes? GEMA Online Journal of Language Studies, 15(2), 17-31. Horkay, N., Bennett, R. E., Allen, N., Kaplan, B., & Yan, F. (2006). Does It Matter if I Take My Writing Test on Computer? An Empirical Study of Mode Effects in NAEP. Journal of Technology, Learning, and Assessment, 5(2). Mouza, C. (2008). Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School. Journal of Research on Technology in Education, 40(4), 447-472.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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