dc.contributor.author	Goodson, Kimberly B.	en_US
dc.coverage.spatial	Southwest Georgia	en_US
dc.coverage.temporal	2001-2003	en_US
dc.date.accessioned	2009-09-25T15:10:35Z	en_US
dc.date.accessioned	2009-09-30T15:58:42Z	en_US
dc.date.accessioned	2011-03-02T17:28:47Z
dc.date.available	2009-09-25T15:10:35Z	en_US
dc.date.available	2009-09-30T15:58:42Z	en_US
dc.date.available	2011-03-02T17:28:47Z
dc.date.issued	2003-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/149	en_US
dc.description.abstract	With the increase in availability of computers in schools and classrooms, computer assisted instruction has undertaken an important role in the writing classroom. The purpose of this study was to determine whether using the word processor in the writer's workshop enhances the quantity and quality of student writing. I investigated the mechanics, grammar, and spelling errors of two groups - one using the word processor and one using the traditional pencil and paper method to write. The participants in the study consisted of 60 ninth grade at-risk students in four classes. Assessments indicated that students who used the traditional pencil and paper method produced higher quality writing but wrote less than those who used the word processor. A majority of students in both groups expressed that they would rather use the word processor than the traditional paper and pencil method. However, the observational data indicated that students' keyboarding skills were, in many cases, not sufficiently developed to allow for comfortable and effective use of the word processor. The results of this study were communicated to the learning community through a focus meeting with the English department and the instructional supervisor. One value of the study may be that it points out an urgent need for improving computer literacy courses in middle school.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	Writing classroom	en_US
dc.subject	At-risk students	en_US
dc.subject	Keyboarding skills	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	Adding Word Processing to the Writer's Workshop	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Zahner, Jane	en_US
dc.description.committee	Brovey, Andrew J.	en_US
dc.description.committee	Leader, Lars F.	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US