Technology-Mediated Writing Instruction in the Early Literacy Program: Perils, Procedures, and Possibilities

REFERENCES

• Barone, D.M. (2011). Case study research. In M.H. Mallette & N.K. Duke (Eds.), Literacy research methodologies (pp. 7–27). New York, NY: Guilford.
   Google Scholar
• Blanchard, J., & Moore, T. (2010). The digital world of young children: Impact on emergent literacy (Pearson Foundation White Paper). Tempe, AZ: Arizona State University. Retrieved from http://www.kqed.org/assets/pdf/education/earlylearning/media-symposium/digital-world-children-pearson.pdf?trackurl = true
   Google Scholar
• Cambourne, B. (2009). Revisiting the concept of “natural learning.” In J.V. Hoffman & Y. Goodman (Eds.), Changing literacies for changing times: An historical perspective on the future of reading research, public policy, and classroom practices (pp. 125–145). New York, NY: Routledge.
   Google Scholar
• Cassidy, K. (2013). The early literacy shift: New words, new media, new friends. Powerful Learning Practice. Retrieved from http://plpnetwork.com/2013/07/28/literacy-shift-longer-papers-books/
   Google Scholar
• Dyson, A.H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York, NY: Teachers College Press.
   Google Scholar
• Edwards-Groves, C.J. (2011). The multimodal writing process: Changing practices in contemporary classrooms. Language and Education, 25(1), 49–64. doi: 10.1080/09500782.2010.523468
   Web of Science ®Google Scholar
• Engstrom, Y. (1999). Activity theory and individual and social transformation. In Y. Engstrom, R. Miettinen, & R. Punamaki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Finley, T. (2013). Troy Hicks: A conversation about digital writing. edutopia. Retrieved from http://www.edutopia.org/blog/troy-hicks-conversation-digital-writing-todd-finley
   Google Scholar
• Gerde, H.K., Bingham, G.E., & Wasik, B.A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40(6), 351–359. doi: 10.1007/s10643-012-0531-z
   Google Scholar
• Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. New Brunswick, NJ: Aldine Transaction.
   Google Scholar
• Gnach, A., Wiesner, E., Bertschi-Kaufmann, A., & Perrin, D. (2007). Children's writing process when using computers: Insights based on combining analyses of product and process. Research in Comparative and International Education, 2(1), 13–28. doi: 10.2304/rcie.2007.2.1.13
   Google Scholar
• Grabill, J.T., & Hicks, T. (2005). Multiliteracies meet methods: The case for digital writing in English education. English Education, 37(4), 301–311. Retrieved from http://www.jstor.org/stable/40173204.
   Google Scholar
• Harris, K., Graham, S., & Mason, L. (2006). Improving the writing, knowledge, and motivation of young struggling writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43, 295–340. doi: 10.3102/00028312043002295
   Web of Science ®Google Scholar
• Hatch, J.A. (2002). Doing qualitative research in education settings. New York, NY: State University of New York Press.
   Google Scholar
• Holdich, C.E., Chung, P.W H., & Holdich, R.G. (2004). Improving children's written grammar and style: Revising and editing with HARRY. Computers & Education, 42, 1–23. doi: 10.1016/S0360-1315(03)00052-6
   Web of Science ®Google Scholar
• Issroff, K. & Scanlon, E. (2002). Using technology in higher education: An activity theory perspective. Journal of Computer Assisted Learning, 18, 77–83. Retrievedfromhttp://onlinelibrary.wiley.com/doi/10.1046/j.0266-4909.2001.00213.x/abstract
   Web of Science ®Google Scholar
• Jonassen, D.H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research & Development, 47(1), 61–79. Retrievedfromhttp://link.springer.com/article/10.1007/BF02299477
   Web of Science ®Google Scholar
• Kaptelinin, V. (1996). Computer-mediated activity: Functional organs in social developmental contexts. In B.A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 45–68). Cambridge, MA: The MIT Press.
   Google Scholar
• Lacina, J., & Block, C.C. (2012). Progressive writing instruction: Empowering school leaders and teachers. Voices From the Middle, 19(3), 10–17. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0193-mar2012/VM0193Progressive.pdf
   Google Scholar
• Mackenzie, N., & Veresov, N. (2013). How drawing can support writing acquisition: Text construction in early writing from a Vygotskian perspective. Australian Journal of Early Childhood, 38, (4), 22–29. Retrieved from http://search.informit.com.au/documentSummary;dn = 819014807203395;res = IELHSS
   Web of Science ®Google Scholar
• Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• McKenney, S., & Voogt, J. (2009). Designing technology for emergent literacy: The PictoPal initiative. Computers & Education, 52, 719–729. doi: 10.1016/j.compedu.2008.11.013
   Web of Science ®Google Scholar
• Microsoft. (2005). Photo Story [Software]. Redmond, WA: Microsoft. . http://microsoft-photo-story.en.softonic.com
   Google Scholar
• Mills, A.J., Durepos, G., & Wiebe, E. (2010). Action research. In A.J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 5–8). Thousand Oaks, CA: Sage.
   Google Scholar
• National Association for the Education of Young Children & Fred Rogers Center for Early Learning & Children's Media. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from http://issuu.com/naeyc/docs/ps_technology_issuu_may2012/3%3Fe = 0
   Google Scholar
• National Early Literacy Panel. (2008). Developing early literacy. Report of the National Early Literacy Panel. Jessup, MD: National Institute for Literacy.
   Google Scholar
• Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Rowe, D. (2008). The social construction of intentionality: Two-year-olds' and adults' participation at a preschool writing center. Research in the Teaching of English, 42(4), 387–434. Retrieved from http://www.jstor.org/stable/40171810
   Web of Science ®Google Scholar
• Rowe, D. (2010). Directions for studying early literacy as social practice. Language Arts, 88(2), 134–143. Retrieved from http://eric.ed.gov/?id = EJ906329
   Google Scholar
• Rowe, D., & Flushman, T. (2013). Best practices in early writing instruction. In D. Barone & M. Mallette (Eds.), Best practices in early literacy instruction (pp. 224–250). New York, NY: Guilford.
   Google Scholar
• Rubin, H.J., & Rubin, I.S. (2012). Qualitative interviewing: The art of hearing data. Los Angeles, CA: Sage.
   Google Scholar
• Spradley, J.P. (1979). The ethnographic interview. New York, NY: Holt, Rinehart, & Winston.
   Google Scholar
• Thornton, J. (2012). Microsoft Photo Story: Bring your digital photos to life. softonic. Retrieved from http://microsoft-photo-story.en.softonic.com
   Google Scholar
• Voogt, J., & McKenney, S. (2007). Using ICT to foster (pre)reading and writing skills in young children. Computers in the Schools, 24(3/4), 83–94. doi: 10.1300/J025v24n03_06
   Google Scholar
• Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wallace, K. (2000). A bed for winter. New York, NY: DK Publishing.
   Google Scholar
• Wertsch, J.V. (1998). Mind as action. New York, NY: Oxford University Press.
   Google Scholar
• Yin, R.K. (2011). Qualitative research from start to finish. New York, NY: Guilford.
   Google Scholar