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Editing of writing

pencil and pen,

or electronic technology?

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WHAT ?

The action research was to investigate what impact computers, and other

electronic Information and Communication technologies, has on

children editing their writing.

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WHY ?

Our school identified writing as an area for

improvement as part of the Extending Higher

Standards initiative, and in 2008 we are part of

the ‘Words Alive’ programme, facilitated by Kate

Lloyd.

While many are imaginative and enthusiastic

writers, during writing lessons I observed few

children regularly and competently editing their

work independently.

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WHO ?

The action research group was made up of

eight students:

Equal numbers of boys and girls.

Year levels ranging from Year 4 to Year 6.

All writing at exemplar level 2P and above.

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Where ?

The group had access to a computer lab with 20 PC

computers, where most of the writing and editing took

place during the action research.

The students are in a classroom with four computers,

three PC and one Mac.

A data projector is available in both the classroom and

computer lab. The class has an Interwrite tablet and

the software is loaded onto (some of) the lab

computers.

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When ?

The action research took place over a

period of six weeks during 2008.

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How ?

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How ?

Analysing the frequency with which students edited their writing using ‘pen and paper’, then comparing that to editing when using computers to write.

Observations of children working and sharing their writing, and computer experiences.

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How ?

Survey monkey www.surveymonkey.com

Sharing reflections, and recording both individual and group responses at the end of sessions.

Techniques and strategies already used in class such as targeted learning intentions, modelling using teacher examples and children’s work, specific lessons to improve the quality of writing, rubrics.

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Analyse writing samples draft and edited versions for changes in proofreading and editing.

Tile vertically

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How ? Survey monkey www.surveymonkey.com

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Student comments and conversations I prefer a computer because the dictionary

and thesaurus are right on hand all the time, just right click.

you can just right click and you have a choice of better words to select from with the thesaurus

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Student comments and conversations

I prefer a computer because there are lots of tools; the red and green lines let you know straight away when you have made a mistake, you get feedback straight away.

its easy to change whole sentences with a computer.you can shift and reorder whole paragraphs.

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Student comments and conversations

editing with a buddy means they can help with ideas you never thought of, and more interesting words to use

editing with a buddy means more ideas, you can get more creative; two heads are better than one

I would much rather work with a buddy

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http://english.unitecnology.ac.nz/blairgiles/

Other research…other student’s views

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Use Word processor tools such as thesaurus, spell check, find and replace.

Edit whole sentences and paragraphs by highlighting and moving text.

Writing freely when typing and edit/ proof read/ format later.

Develop touch typing skills using kazonline and other free typing programmes.

Using ‘draw’ tools to highlight areas for editing.

What did we do?

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Learning to write first and correct later

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Once upon a time there were two little guys named Moss and Jared, and they loved to invent things

EditOnce upon a time, there were two bite-sized guys named Moss and Jared. They were so small that they…

Use a thesaurus

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So, at home Moss and Jared got down to work. Moss got all the supplies for Jared to make it, and by next morning… they were done!

Buddy editing, collaborative story…adding a bit more detail!

So, at home Moss and Jared got down to work. Moss got all the supplies for Jared to make it, and by next morning after all the hard work of all the screws, nuts, bolts, spray-paint and all the decorations… they were finally done! “Wow! Shinny… let’s test it.”

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Using a highlighter to identify areas for proof reading and editing

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Using Publisher to make it easy to identify and shift paragraphs

“ No highlighter…but we can just change the colour of the font.”

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Using Interwrite tablet for lessons and tools for identifying editing

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So what happened? Editing

0

5

10

15

20

25

Total number of editing changes

1 2 3 4 5 6

writing samples analysed

Graph showing the number of editing changes

paper writing and editing computer writing and editing

Random

ly

selected samples

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So what happened? Proof reading

05

1015202530354045

total number of proof reading

changes

1 2 3 4 5 6

writing samples analysed

Graph showing the number of proofreading changes

computer writing and editingpaper writing and editing

0/0 transition time

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Survey Monkey results

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What’s important in writing?

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What do students think is important in their writing?

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Editing- how easy and why

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Where to next?

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The social brain.

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Relevant realistic and safe contextsfor collaborative connected and constructive audiences

Web 2 tools ? Blogs, class wiki opened up What else in the way of voice thread… English-on-line portals Audacity for sharing reflections and feed

forward Adding ‘sticky notes’ to writers work More buddy editing Children’s voice in topics and motivations Sisomo motivation

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So what did I learn?

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Don’t overlook the small things, or take them for granted.

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Collaboration and working with a buddy is the preferred option of most students…and had the

greatest impact on increasing the amount of editing.

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Students need to practice handwriting so formation of letters becomes natural…keyboard skills are

increasingly important to our students learning and work environment.

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The Sounds of Silence…almost

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How many of our classes have a full set of dictionaries and thesaurus?

How often are they used to improve writing?

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So what did I learn

that I can use… as a lead teacher supporting other

teachers next year?

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Start small, what ever you do it will ripple out and grow.

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Encourage teachers to have a clear sense of direction…and where they want to go

But listen to their students and follow their strengths and interests.

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Start the timeline for action research early…and make sure everyone posts regular feedback…

hopefully in ways that encourage and incorporate the development of new ICT skills…

Web 2

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Regular planned checkpoints

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Share the successes and pitfalls…

encourage and celebrate the mistakes as an opportunity for problem solving…

Share the successes and pitfalls…

And make sure the ‘good practice’ ‘ripples out so everyone, big and small, learns.

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Every journey starts with the first step.

“ Just do it!”

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Follow something you are passionate about…then it won’t be extra work

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HAVE OUR SCHOOL LEADERS ALL SEEN THIS MESSAGE?

As we can’t keep adding things to teachers’ workload, what will you stop doing as a result of

adding an action research project to their workload?

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The more I read, talk to people, and teach, the more I realise that being reflective in one's practise can only lead

to an enhanced pedagogy. As teachers we should be making time for this. We should be thinking about, and seeking to have dialogue with our colleagues about the reality of our teaching, our philosophies and what we

believe in and the gap that exists between these two. In many cases there is a mythology about what computers

can do for learning, which is quite separate from teachers' practice in the classroom. It is okay for teachers to talk

about the limitations of ICTs. … Teachers are easily romanced by technology and so should be encouraged to wrestle with the theoretical and real impacts of ICTs on teaching and learning. It is this discussion that makes being a reflective practitioner all the more powerful.

Learning objectives/outcomes drive the learning, not the ICT. The ICT is there to support and enhance the learning.

Blair Giles