Digital Writing Integration in the English Language Arts Classroom
Abstract
This case study examined how two middle school level English language arts teachers used digital writing in their classrooms, their personal understandings and conceptualizations of digital writing and how the substitution, augmentation, modification, and redefinition (SAMR) model of digital integration might be applied to their teaching practices. The researcher conducted interviews and observations of these two teachers, as well collected documentation of lesson plans and student work. In addition, the researcher conducted two focus groups to evaluate student work through the lens of SAMR. The focus groups also helped to substantiate data triangulation. Even though the two teachers were from different backgrounds, experience levels, and differing viewpoints on the importance of digital writing in the classroom, the research supported that each of them would have benefitted greatly from more targeted and specific goals for the use of digital tools in the classroom and the role of digital writing. The data also supported that SAMR alone is not a valuable tool for teachers to use to guide implementation of digital writing integration. These two cases show that the model is too broad and does not support the nuances of daily interactions in the classroom.
Subject Area
Secondary education
Recommended Citation
Stepanian, Cara Elizabeth, "Digital Writing Integration in the English Language Arts Classroom" (2017). ETD Collection for Fordham University. AAI10280527.
https://research.library.fordham.edu/dissertations/AAI10280527
