Motivating reluctant writers through digital technology, specifically a blog: Writing in the sky

Abstract

The aim of this research was to investigate the use of digital technology, within a writing programme, by drawing on research and applying this to effective literacy practice. Anecdotal observation of writing programmes, in various schools in my role as Resource Teacher: Literacy. has demonstrated little in the way of technology being used within writing programmes. Technology is advocated as means to enhance pedagogy, facilitate shared learning, making connections to prior learning and experience, supporting teaching as inquiry and supplementing traditional ways of teaching and encouraging new ways of learning (Ministry of Education, 2007). Writing using a blog was introduced to combine using digital technology and learning the skills and strategies needed to improve writing achievement. The study undertaken was through the use of action research methodology. Action research provided a model to investigate the problem while improving practice. During each cycle observations of student attitudes, knowledge and strategy level were analysed and used to enhance practices which would improve students' achievement in writing. Three methods of gathering data were used both pre and post study: writing samples were analysed using e-asTTle (Hattie, Schumacher & Masters, 2010), to assess student achievement levels; surveys and interviews gathered information on students' attitudes and understandings about writing and its purpose. Interviews were carried out with the class teacher to ascertain her impressions of student attitudes and achievement. A journal was kept by the researcher to aid in reflection of student behaviours, comments, writing attitudes and achievement, and to reflect on the teaching practice. The data, plus informal observations informed decisions on adaptations for the programme within the cycles of learning within the study. Reflection on action taken was used to alter and adapt the programme to create meaningful and useful cycles of learning, with the aim of prompting students to function at higher levels. e-asTTle data indicated greater than expected progress in students' writing achievement and student surveys and interviews revealed more positive attitudes towards writing, self-efficacy, and understandings of writing as a way to communicate. The role of digital technologies, specifically interactive blogs, as an effective tool to enhance attitude is supported. Some implications for teaching and learning programmes are discussed, as are acknowledgements of the limitations of this study.