The Neglected “R”:

Improving Writing
Instruction Through iPad
Apps
Presented By: Katelyn Smith
Sessions, L., Kang, M., & Womack, S. (2016). The neglected “r”: Improving writing instruction through ipad apps. Techtrends :
Linking Research and Practice to Improve Learning Publication of the Association for Educational Communications &
Technology, 60(3), 218-225. doi:10.1007/s11528-016-0041-8
Purpose

 Find a more meaningful way to improve

students’ writing with a focus on Common
Core Standards
 Focusing on the effects of using
technology, specifically iPads, throughout
writing instruction
 Comparing the writing of students that
use paper and pencil and students that
use iPad technology
 Does this improve the quality of writing or
behaviors towards writing?
Rational & Fit

 Writing skills are necessary for college

readiness and/or employment
opportunities
 National Commission on Writing
identified that key writing instruction
has been deemphasized from
elementary to high school
 Common Core State Standards require
the use of various technologies
Participants

 Authors: Laird Sessions, Mi Ok Kang, and Susan

Womack
 30 fifth grade students
 Split into two equal groups (Track A and Track B)
 Groups were made based off of parental preference-
one group arrived early, while the other arrived late
 13 girls and 17 boys
 Male teacher
Context

 Fifth Grade Classroom

 U.S. suburban school district
 Mountain west region
 Procedure/Steps
Assessment

Writing
DRA

Instruction
Group
Track A Paper and Pencil
Interviews
Three Units of
Study Individual
iPads & Writing
Track B Student
Applications
Interview
Data

 Baseline data was collected using the

Developmental Reading Assessment (DRA)
 At the end of each unit each student had a
semi-structured interview with the teacher
 Writing samples were collected after each
unit and coded based off of Fifth Grade
Common Core Standards
 Writing samples were compared over time to
previous samples
 Students were interviewed in groups or
individually based off of the specific track
they were on at the end of the study
  Qualitative data
Analysis  Student interviews
 Analyzing and comparing student writing in both
subgroups
 Questions:
 Are there differences in student writing, especially
in visualizing, sequencing, or incorporating sensory
details, depending on whether they used iPad apps
or paper and pencil?
 What are, if any, the influences of iPad apps on
student’s attitude, behavior, or social relations
during the writing instruction?
Results
Track A- Paper and Pencil
 Increased focus on vivid sensory and
concrete details
 Teacher directed lessons allowed for
overall improvement, but it is not as
motivating to students
Track B- iPad Applications
 Improved sequencing skills the most that
included the conflict, resolution, beginning,
middle, and end
 Better visualization skills and use of transition
words than students on Track A
 Student approach to writing was targeted and
they were able to make more critical decisions
(ex. When to add characters or create tension)
 Increased motivation, engagement, and added
positivity to the classroom environment
Conclusion

 Adding writing applications to instruction can help ensure students are embedded in
the writing process.
 The use of mini lessons and instructional technonologies can allow students to evolve
as writers.
 Motivation and attitudes towards writing can hinder the outcome and embedding
technology encourages students make decisions rather than quitting.
Cautions

 Writing is a key component in the world,

but technology continues to improve
and has become a norm in society.
 It is still important that we balance the
use of the traditional paper and pencil
approach with technology.
 We don’t want students to become
dependent on spell check and other
features that many of the applications
contain.
Discussion

 Technology is used on a daily basis and we

need to be reflective and relevant teachers.
Writing applications can encourage the most
reluctant writers to become increasingly
involved in the process.
 Applications used in this study:
 Paper (Excelsior College Press 2014)
 Tamajii (Tamajii Inc 2012)
 Dragon Dictation (Nuance Communications 2013)
 Toontastic (Launchpad Toys 2013)
 Popplet (Notion Inc 2013)
 Story Builder (Mobile Education Store 2013)