Second Annotated Bibliography
Abdullah, Mardziah. “The Impact of Electronic Communication on Writing.” ERIC Digest. 2003. ERIC Clearinghouse on Reading, English, and Communication. 2 Nov., 2005. OCLC First Search. EMU Halle Library. .
This article is a collection of research relating to writing behavior performance in the digital age. It concludes that writing process and content are changing as a result of increased use of electronic media. The study also acknowledges greater collaboration among students as a result of using electronic media.
Anderson, Mary Alice. "The evolution of a curriculum: yes, you can manage iMovie projects with 170 kids! (The Media Center)." Multimedia Schools 9.4 (Sept 2002): 17(3). Professional Collection. Thomson Gale. Eastern Michigan University. 10 April 2006
&docId=A91205175&source=gale&srcprod=SP05&userGroupName=lom_emichu&version=1.0>.
This article focuses on the ways new communications technologies were incorporated into the curriculum of one Minnesota middle school. Students worked with iMovie, digital editing software, powerpoint in combination with traditional literacy skills training to create collaborative portfolio projects. The author, Mary Anderson, also provides tips for working with these technologies in the classroom.
Fisher, Pamela W., Jane B. Drotos, and Mesut Duran. "Invigorating literature analysis: technology helps students deepen their understanding of characterization, imagery used by writers, and reflective writing.(Language Arts)." Learning & Leading with Technology 32.6 (March 2005): 25(3). Expanded Academic ASAP. Thomson Gale. Eastern Michigan University. 10 April 2006.
This article was the based on a study conducted to determine how fourth grade students in one Michigan school responded to the introduction of multi-media digital technologies in the classroom. The students used digital cameras, concept mapping, drawing, presentation and Word processing software as part of the literature an3alysis curriculum. The researchers found that it gave students new ways to articulate concepts about imagery and characterization in literature, as well as improved their collaborative and reflective skills. This study was “component of the Preparing Tomorrow’s Teachers to Use Technology initiative.”
Lankshear, Colin, Ilana Snyder. Teachers and Technoliteracy: Managing Literacy, Technology, and Learning in Schools. Allen & Unwin: St. Leonards. 2000
This book is the result of an Australian research project – Digital Rhetorics: Literacies and Technologies in Education (Current Practices and Future Directions). The main focus of this book is how literacy and technology issues are becoming intertwined in regards to teaching. It also explains the extent of current digital technologies inside and outside the classroom the classroom and ways for teachers to modify their practices to incorporate these technologies.
Levy, David. Scrolling Forward: Making Sense of Documents in the Digital Age. Arcade: New York. 2001.
This book takes a look at the long history of written documents as a way of recording and transmitting information. Levy also focuses extensively on the current transition period we are now in where so much of recorded human knowledge is being transferred from paper to digital format. He discusses the potential impact on research and credibility as a result.
McGee, Tim and Patricia Ericsson. “The Politics of the Program: MS Word as the Invisible Grammarian.” Computers and Composition. Vol. 19: 2002.
This research essay examines the impact of grammar and style checking programs in word processing software. McGee and Ericsson focus on the “theoretical underpinnings” of MS Word and contrast it against traditional grammar pedagogy, concluding that a more thorough dialogue needs to be opened about “the very notions of stylistic and grammatical correctness.”
Smith, Leanne, Jo Mathis. “High Tech, Ancient Art: Students’ podcasts involve Internet, storytelling.” Ann Arbor News. 8 April, 2006. A3, A4.
This newspaper article describes some of the ways Michigan teachers are incorporating podcasting, Internet, into traditional school curriculum like narrative writing and science.
Vernon, Alex. Computerized Grammar Checkers 2000: Capabilities, Limitations, and Pedagogical Possibilities. Computers and Composition. Vol. 17: 329-349.
This research article examines the history of spell check technology in word processing software. More than a literature review, Vernon the limitations of such programs and offers suggestions for teachers on how they can use spell and grammar check as part of the composition curriculum.
Wallis, Claudia. "The Multitasking Generation: They're e-mailing, IMing and downloading while writing the history essay. What is all that digital juggling doing to kids' brains and their family life? (Cover Story/genM)(Cover story)." Time 167.13 (March 27, 2006): 48. Expanded Academic ASAP. Thomson Gale. Eastern Michigan University. 10 April 2006.
This article focuses on the educational implications for children growing up in an increasingly networked society. Wallis presents findings from many different studies which describe the social, physical, and cognitive effects of multi-tasking. While some of these studies focus on an alarming decrease in students’ ability to focus for long periods on single tasks, others describe the benefits of using curriculum which expands the learning experience through multi-media presentations.
This article is a collection of research relating to writing behavior performance in the digital age. It concludes that writing process and content are changing as a result of increased use of electronic media. The study also acknowledges greater collaboration among students as a result of using electronic media.
Anderson, Mary Alice. "The evolution of a curriculum: yes, you can manage iMovie projects with 170 kids! (The Media Center)." Multimedia Schools 9.4 (Sept 2002): 17(3). Professional Collection. Thomson Gale. Eastern Michigan University. 10 April 2006
&docId=A91205175&source=gale&srcprod=SP05&userGroupName=lom_emichu&version=1.0>.
This article focuses on the ways new communications technologies were incorporated into the curriculum of one Minnesota middle school. Students worked with iMovie, digital editing software, powerpoint in combination with traditional literacy skills training to create collaborative portfolio projects. The author, Mary Anderson, also provides tips for working with these technologies in the classroom.
Fisher, Pamela W., Jane B. Drotos, and Mesut Duran. "Invigorating literature analysis: technology helps students deepen their understanding of characterization, imagery used by writers, and reflective writing.(Language Arts)." Learning & Leading with Technology 32.6 (March 2005): 25(3). Expanded Academic ASAP. Thomson Gale. Eastern Michigan University. 10 April 2006
This article was the based on a study conducted to determine how fourth grade students in one Michigan school responded to the introduction of multi-media digital technologies in the classroom. The students used digital cameras, concept mapping, drawing, presentation and Word processing software as part of the literature an3alysis curriculum. The researchers found that it gave students new ways to articulate concepts about imagery and characterization in literature, as well as improved their collaborative and reflective skills. This study was “component of the Preparing Tomorrow’s Teachers to Use Technology initiative.”
Lankshear, Colin, Ilana Snyder. Teachers and Technoliteracy: Managing Literacy, Technology, and Learning in Schools. Allen & Unwin: St. Leonards. 2000
This book is the result of an Australian research project – Digital Rhetorics: Literacies and Technologies in Education (Current Practices and Future Directions). The main focus of this book is how literacy and technology issues are becoming intertwined in regards to teaching. It also explains the extent of current digital technologies inside and outside the classroom the classroom and ways for teachers to modify their practices to incorporate these technologies.
Levy, David. Scrolling Forward: Making Sense of Documents in the Digital Age. Arcade: New York. 2001.
This book takes a look at the long history of written documents as a way of recording and transmitting information. Levy also focuses extensively on the current transition period we are now in where so much of recorded human knowledge is being transferred from paper to digital format. He discusses the potential impact on research and credibility as a result.
McGee, Tim and Patricia Ericsson. “The Politics of the Program: MS Word as the Invisible Grammarian.” Computers and Composition. Vol. 19: 2002.
This research essay examines the impact of grammar and style checking programs in word processing software. McGee and Ericsson focus on the “theoretical underpinnings” of MS Word and contrast it against traditional grammar pedagogy, concluding that a more thorough dialogue needs to be opened about “the very notions of stylistic and grammatical correctness.”
Smith, Leanne, Jo Mathis. “High Tech, Ancient Art: Students’ podcasts involve Internet, storytelling.” Ann Arbor News. 8 April, 2006. A3, A4.
This newspaper article describes some of the ways Michigan teachers are incorporating podcasting, Internet, into traditional school curriculum like narrative writing and science.
Vernon, Alex. Computerized Grammar Checkers 2000: Capabilities, Limitations, and Pedagogical Possibilities. Computers and Composition. Vol. 17: 329-349.
This research article examines the history of spell check technology in word processing software. More than a literature review, Vernon the limitations of such programs and offers suggestions for teachers on how they can use spell and grammar check as part of the composition curriculum.
Wallis, Claudia. "The Multitasking Generation: They're e-mailing, IMing and downloading while writing the history essay. What is all that digital juggling doing to kids' brains and their family life? (Cover Story/genM)(Cover story)." Time 167.13 (March 27, 2006): 48. Expanded Academic ASAP. Thomson Gale. Eastern Michigan University. 10 April 2006.
This article focuses on the educational implications for children growing up in an increasingly networked society. Wallis presents findings from many different studies which describe the social, physical, and cognitive effects of multi-tasking. While some of these studies focus on an alarming decrease in students’ ability to focus for long periods on single tasks, others describe the benefits of using curriculum which expands the learning experience through multi-media presentations.
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