This volume explores in detail the ways that working with word
processing interacts with the social processes of classrooms to
shape participants' theories and practices of writing. It offers an
expanded image of the ways teachers construct writing curricula
that includes word processing, and reveals an interactive,
long-term relationship between the writing contexts teachers and
children construct and the capacities and requirements of writing
tools. The volume also builds an analytic framework for thinking
and talking about teachers, students and technology, which captures
the dynamic interrelationships over time of classroom cultures,
teachers' interpretations and decisions, and uses of word
processing. The authors argue that over time both teachers and
children learned ways to write differently with word processing.
That is, working with word processing shaped the ways teachers
thought about teaching and learning writing, and also shaped the
ways beginning writers understood and practiced the activity. This
volume makes clear that word processing itself does not make
children write better, prompt them to revise more, or teach them
new writing strategies. But, when teachers and students work
together with word processing, they often construct social contexts
within which children have opportunities to learn new writing
strategies, new ways to think about strategies they already have,
and ways to execute those strategies efficiently.
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