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

Digital Media and Writing in Upper Elementary Schools:

A Mixed Methods Study

Mark WarschauerBinbin Zheng

IntroductionIntroduction

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 MethodResearch Method

Participants and settings

------103158IEP Students

------282175GATE students

------95247English Language Learners

---31574Other

------56123Asian

------2645Black

41156281Hispanic

42361012698White

Ethnicity

13---687---6th Grade

32---578---5th Grade

---40---12214th Grade

4135636623Female

45629598Male

Colorado(n=45)

California(n=40)

Colorado(n=1265)

California(n=1221)

Teacher(n=85)Student (n=2571)

------103158IEP Students

------282175GATE students

------95247English Language Learners

---31574Other

------56123Asian

------2645Black

41156281Hispanic

42361012698White

Ethnicity

13---687---6th Grade

32---578---5th Grade

---40---12214th Grade

4135636623Female

45629598Male

Colorado(n=45)

California(n=40)

Colorado(n=1265)

California(n=1221)

Teacher(n=85)Student (n=2571)

Research Questions Research Questions

Frequencies of technology use1

Perceptions of technology use in writing2

Effect on writing achievement3

Research MethodResearch 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

Research MethodResearch 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

FindingsFindings

How frequently do students use these technologies?

Most frequent use:

--- Write or edit papers

--- Get news or information online

Laptop Use at School learn basic use

write or edit papers

use a spreadsheet

make a powerpoint

get news or information online

communicate online

use a digital textbook

do dril ls or games

take tests or quizzes

post writing in blogs or wikis

comment on others' writing

access videos

FindingsFindings

How do these uses vary by different demographic groups?

California School District Colorado School District

Computer use at school

ELL 0.23*

(0.10)

N 706

Computer use at school

Male 0.14*

(0.06)

Asian 0.32*

(0.14)

ELL 0.69***

(0.13)

(0.04)

N 1220

Standard errors in parentheses* p < 0.05, ** p < 0.01, *** p < 0.001

Controlling variables: gender, ethnicity, ELL, GATE, and IEP status

FindingsFindings 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”

Students' agreement on writing

0% 20% 40% 60% 80% 100%

Quality of writing improved

Spell check helps writing

Prefer to type on computer

Get more feedback

Revise more

Write more

California

Colorado

FindingsFindings

Impact on academic achievement

4th grade CST ELA 5th/6th grade reading and writing

CST Score Compared to State Standards

6.20%6.30%6.40%6.50%6.60%6.70%6.80%6.90%7.00%7.10%

2008 2009 2010

4th

CSAP Score Compared to State Standard

0.00%2.00%4.00%6.00%8.00%

10.00%12.00%14.00%

2008 2009 2010

5th 6th

4th grade: increased growth in both two years;

5th grade: decreased growth in 2009-2010;

6th grade: increased growth in 2009-2010.

FindingsFindings

Impact on writing achievement

568538536508568538536508N

(0.11)(0.11)(0.11)(0.12)(18.37)(16.11)(19.19)(17.58)

1.37***1.47***1.54***1.58***143.81***196.99***170.91***220.21***_cons

(0.03)(0.03)(0.03)(0.03)(2.08)(1.93)(1.99)(1.96)

0.06*-0.02-0.050.034.72*-0.82-5.94**3.28Computer use

(0.07)(0.08)(0.08)(0.09)(5.19)(4.75)(5.30)(5.19)

-0.24***-0.23**-0.31***-0.24**-11.72*-19.12***-18.97***-7.67IEP

(0.05)(0.05)(0.06)(0.06)(3.69)(3.41)(3.85)(3.64)

0.22***0.26***0.30***0.33***17.86***16.09***20.87***21.54***GATE

(0.09)(0.09)(0.10)(0.11)(6.07)(5.51)(6.67)(6.47)

0.070.03-0.080.034.065.59-10.152.98ELLs

(0.21)(0.21)(0.21)(0.21)(14.74)(13.27)(13.58)(12.82)

-0.21-0.17-0.45*0.051.64-14.37-29.03*0.98Other

(0.10)(0.10)(0.12)(0.12)(6.91)(6.23)(7.52)(7.11)

0.15-0.04-0.020.226.565.978.6314.03*Asian

(0.16)(0.17)(0.13)(0.15)(11.56)(10.37)(8.66)(8.76)

-0.12-0.32-0.00-0.1811.72-26.97**-4.43-7.21Black

(0.07)(0.07)(0.08)(0.08)(4.84)(4.41)(5.10)(5.03)

-0.23***-0.130.01-0.07-10.06*-9.67*0.11-0.55Hispanic

(0.04)(0.04)(0.05)(0.05)(2.78)(2.61)(3.07)(2.92)

-0.10*-0.07-0.06-0.22***-9.53***-2.25-4.67-13.08***Male

(0.03)---(0.04)---(0.03)---(0.04)---

0.52***---0.49***---0.76***---0.72***---2009 score

---(0.03)---(0.04)---(0.03)---(0.04)

---0.53***---0.45***---0.66***---0.59***2008 score

2010 6th grade2009 5th grade2010 5th grade2009 4th grade2010 6th grade2009 5th grade2010 5th grade2009 4th gradeIndependent Variables

Proficiency ScoreScale Score

Coefficients from the Regression of Writing Achievement on Computer Use

568538536508568538536508N

(0.11)(0.11)(0.11)(0.12)(18.37)(16.11)(19.19)(17.58)

1.37***1.47***1.54***1.58***143.81***196.99***170.91***220.21***_cons

(0.03)(0.03)(0.03)(0.03)(2.08)(1.93)(1.99)(1.96)

0.06*-0.02-0.050.034.72*-0.82-5.94**3.28Computer use

(0.07)(0.08)(0.08)(0.09)(5.19)(4.75)(5.30)(5.19)

-0.24***-0.23**-0.31***-0.24**-11.72*-19.12***-18.97***-7.67IEP

(0.05)(0.05)(0.06)(0.06)(3.69)(3.41)(3.85)(3.64)

0.22***0.26***0.30***0.33***17.86***16.09***20.87***21.54***GATE

(0.09)(0.09)(0.10)(0.11)(6.07)(5.51)(6.67)(6.47)

0.070.03-0.080.034.065.59-10.152.98ELLs

(0.21)(0.21)(0.21)(0.21)(14.74)(13.27)(13.58)(12.82)

-0.21-0.17-0.45*0.051.64-14.37-29.03*0.98Other

(0.10)(0.10)(0.12)(0.12)(6.91)(6.23)(7.52)(7.11)

0.15-0.04-0.020.226.565.978.6314.03*Asian

(0.16)(0.17)(0.13)(0.15)(11.56)(10.37)(8.66)(8.76)

-0.12-0.32-0.00-0.1811.72-26.97**-4.43-7.21Black

(0.07)(0.07)(0.08)(0.08)(4.84)(4.41)(5.10)(5.03)

-0.23***-0.130.01-0.07-10.06*-9.67*0.11-0.55Hispanic

(0.04)(0.04)(0.05)(0.05)(2.78)(2.61)(3.07)(2.92)

-0.10*-0.07-0.06-0.22***-9.53***-2.25-4.67-13.08***Male

(0.03)---(0.04)---(0.03)---(0.04)---

0.52***---0.49***---0.76***---0.72***---2009 score

---(0.03)---(0.04)---(0.03)---(0.04)

---0.53***---0.45***---0.66***---0.59***2008 score

2010 6th grade2009 5th grade2010 5th grade2009 4th grade2010 6th grade2009 5th grade2010 5th grade2009 4th gradeIndependent Variables

Proficiency ScoreScale Score

Coefficients from the Regression of Writing Achievement on Computer Use

627N

(0.17)

1.67***_cons

(0.06)

0.11*75-100% computer use

(0.06)

0.0150-75% computer use

(0.06)

0.0025-50% computer use

(0.04)

-0.12***Male

(0.06)

-0.04ELLs

(0.54)

-0.37Other

(0.11)

0.09Black

(0.06)

-0.06Hispanic

(0.07)

0.21***Asian

(0.03)

-0.01Last grade

(0.07)

0.17**GATE

(0.06)

-0.10IEP

(0.09)

-0.03Free lunch

(0.04)

0.47***2009 score

2010 score

627N

(0.17)

1.67***_cons

(0.06)

0.11*75-100% computer use

(0.06)

0.0150-75% computer use

(0.06)

0.0025-50% computer use

(0.04)

-0.12***Male

(0.06)

-0.04ELLs

(0.54)

-0.37Other

(0.11)

0.09Black

(0.06)

-0.06Hispanic

(0.07)

0.21***Asian

(0.03)

-0.01Last grade

(0.07)

0.17**GATE

(0.06)

-0.10IEP

(0.09)

-0.03Free lunch

(0.04)

0.47***2009 score

2010 score

Findings Findings

Compared with previous cohort

4th – 5th grade 5th-6th grade

0

5

10

15

20

25

30

2008-2009

2009-2010

distrcit meanscore

p<0.01

02468

101214161820

2008-2009

2009-2010

distrcit meanscore

p<0.01

ConclusionsConclusions

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.

Implications 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.