2. “Although there are many
differences between the
composition of online texts and
print-based texts, both mediums
allow students to follow the stages
of the writing process” (Anderson
& Mims, 2014, p. 338).
3. What technologies can
support students’ writing
development, specifically, in
each stage of the writing
process?
Certain technologies are more useful at specific stages
of the writing process.
4. The Writing Process
• Stage 1 & 2: Gathering Information and Focusing
• Stage 3: Pre-Writing
• Stage 4: Drafting
• Stage 5: Revising
• Stage 6: Editing
• Stage 7: Publishing
5. Stages 1 & 2: Gathering Information
and Focusing
• Google
• Bing
• Delicious
• Diigo
• KidRex
• Wordle
• KidsClick
• Ipl2 for Kids
• DuckDuckGo
• instaGrok
• Tagxedo
In the first two steps of the writing process, students are finding information
through research and reading. Students develop questions and seek
information to help them answer these questions.
Technology significantly supports these stages as online databases, search
engines, videos, and communication tools support students in gathering
information.
6. Delicious
• Stage 1 & 2: Gathering &
Focusing Information
• A social bookmarking site
- allows people “to store,
organize, search, and
manage ‘bookmarks’ of
web pages” (Network
Solutions, 2015).
• https://delicious.com/
7. Diigo
• Stage 1 & 2: Gathering
& Focusing Information
• Social bookmarking site
– allows for direct
annotation and
highlighting of online
resources
• https://www.diigo.com
/
8. KidRex
• Stage 1 & 2: Gathering
& Focusing Information
• Search engine that
appeals to young
children and has easy
navigation
• http://www.kidrex.org/
9. KidsClick
• Stage 1 & 2: Gathering
& Focusing Information
• Search engine for kids
that assigns a reading
level to each search
result
• http://www.kidsclick.or
g/
10. Ipl2 for Kids
• Stage 1 & 2: Gathering
& Focusing Information
• Librarian selected
directory sorted by
subject
• http://www.ipl.org/div/
kidspace/
11. DuckDuckGo
• Stage 1 & 2: Gathering
& Focusing Information
• Search engine that
“distinguishes itself from
other search engines
by not profiling its users”
(Dobler & Eagleton,
2015, p.131).
• https://duckduckgo.co
m/
12. instaGrok
• Stage 1 & 2: Gathering &
Focusing Information
• “Visual search tool that
allows students to
organize projects, search
concepts, and build
multimodal maps around
them” (Dobler &
Eagleton, 2015, p.130).
• https://www.instagrok.co
m/
13. Tagxedo
• Stage 1 & 2: Gathering
& Focusing Information
• Word relationship site
similar to Wordle, but
allows for creativity in
formatting
• http://www.tagxedo.c
om/
14. Wordle
• Stage 1 & 2: Gathering
& Focusing Information
• Word relationship site
that helps students
identify the most
important words of a
text.
• http://www.wordle.net
/
15. Stages 1 & 2: Gathering Information
and Focusing
• Google
• Bing
• Delicious
• Diigo
• KidRex
• Wordle
• KidsClick
• Ipl2 for Kids
• DuckDuckGo
• instaGrok
• Tagxedo
Conclusion: All of these mentioned technologies support students as they
develop their question or topic of interest, and begin exploring and collecting the
resources and information that exist online related to the project. These
technologies make it easier for students to obtain credible and relevant
information, as well as keep record of the resources encountered, and narrow
down their project’s focus.
16. Stage 3: Pre-Writing
• Inspiration
• MindManager
• TimeLiner
• Mind Meister
• Padlet Walls
During pre-writing, students are preparing to write, which involves gathering
major thoughts and ideas and developing an organizational blueprint.
Numerous programs exist that allow students to create visuals and outlines.
17. Inspiration
• Stage 3: Pre-Writing
• Mind mapping and
concept mapping
program that allows
users to create and
adjust maps.
• http://www.inspiration.
com/
18. MindManager
• Stage 3: Pre-Writing
• Mind mapping and
concept mapping
program that allows
users to create and
adjust maps.
• http://www.mindjet.co
m/mindmanager/
19. SpiderScribe
• Stage 3: Pre-Writing
• Mind mapping and
concept mapping
program that allows
users to create maps
and upload images,
calendars, and files.
• https://www.spiderscrib
e.net/
20. TimeLiner
• Stage 3: Pre-Writing
• Creation of a timeline
• Use for papers with a
chronological structure
or that contains historic
information
• http://www.tomsnyder.
com/timelinerxe/
21. Mind Meister
• Stage 3: Pre-Writing
• Mind mapping and
concept mapping
program with ‘Thinking
Sessions’ where “users
can simultaneously
develop a map (Hyatt,
Gunnell, Roberts, & Smith,
2013, p.12).
• https://www.mindmeister.
com/
22. Padlet Walls
• Stage 3: Pre-Writing
• Website that allows
users to create,
add to, and
comment on
“walls.”
• https://padlet.com
/my/padlets
23. Stage 3: Pre-Writing
• Inspiration
• MindManager
• TimeLiner
• Mind Meister
• Padlet Walls
Conclusion: These technologies increase students’ ability to create visual
representations of concepts, ideas, and thoughts, as well as the ability to
organize and outline a writing. These technologies engage students in a stage
of the writing process that is typically overlooked despite its being essential to
the creation of effective writing.
24. Stage 4: Drafting
• Google Doc
• Wikis
• Blogs – BlogSpot, KidBlog, Blogger, Google Sites
While there are numerous tools for the drafting process, such as Writer’s Block
Bluster, Storyist, Writer’s Muse, Story Up, and Nanowriter, many of the tools
are not free.
These three tools offer a number of features that make them ideal as they lend
themselves not only to the drafting stage, but also to the revising, editing, and
publishing stage.
25. Google Doc
• Stage 4: Drafting
• Word processor that “lets students create and
format text documents, and collaborate with other
people in real time” (Johnson, 2014, p. 117).
• Accessible from multiple places, supports
collaborative works, adjustable privacy settings,
revision tracker
• https://www.google.com/docs/about/
26. Wikis
• Stage 4: Drafting
• Wikis are a web page
“composition system, a
discussion medium, a
repository…and a tool
for collaboration”
(Educause, 2005).
• www.wiki.com/
27. Blogs
• Blog Websites:
o Blogger
o Blog Meister
o BlogSpot
o Kidblog
• Stage 4: Drafting
• The use of blogging
significantly supports
vocabulary
development, language
use, improvements in
narrative writing,
persuasive writing, growth
in audience awareness,
and connection
awareness (Anderson &
Mims, 2014, p. 32).
28. Stage 4: Drafting
• Google Doc
• Wikis
• Blogs – BlogSpot, KidBlog, Blogger, Google Sites
Conclusion: Choosing an appropriate technology for the drafting process is
important because this technology is likely to be used up to the publishing
stage. Teachers and students should consider this when selecting the technology
to use for the drafting stage.
29. “Peer editing can be a useful way
of building a positive attitude
toward the revision stage of the
writing process and fostering
students’ interest in writing”
(Kratcoski, Cottrell, Killeen, Kruse,
& Miller, 2007, p.53).
30. Stage 5: Revising
• Google Doc
• Wikis
• Blogs
• Screen recording software - CamStudio
In the revision stage, students are looking to make changes to clarify their ideas
and message. Re-sequencing, expanding, condensing, and consideration of the
Six Traits of Writing takes place during this stage.
31. Google Doc
• Stage 5: Revising
• Google Doc allows students to easily read and
comment on the writing of others. Writers then can
take the specific comments and “resolve” them.
• Teachers can access student work at any time to
see where students are in the writing process and
the skills/strategies that need attention.
• https://www.google.com/docs/about/
32. Blogs & Wikis
• Stage 5: Revising
• Allow for continual changes and updating, as well
as peer viewing.
• Students can see the progression of their own
writing as they make revisions, comparing the
current work to the initial work that was created.
33. Cam Studio
• Stage 5: Revising
• CamStudio is “able to
record all screen and
audio activity” on the
computer and can
“create industry-
standard AVI videos”
(Cam Studio, 2015).
• http://camstudio.org/
Options:
• Students provide feedback
to peers using CamStudio
• Student records and reflects
on their own revision
process
34. Stage 5: Revising
• Google Doc
• Wikis
• Blogs
• Screen recording software - CamStudio
Conclusion: Technologies that simply give students automated feedback are
not as effective. Technology that is most effective for the revision process is the
technology that allows for collaboration, feedback, and student reflection.
Google Doc, blogs, Wikis, and screen capture software make the revision
process more interactive as they take peer editing and teacher conferencing to a
new level.
35. Stage 6: Editing
• Ginger Software
• Google Doc
• Wikis
• Blogs
At this stage, attention is given to overall presentation including punctuation,
capitalization, spelling, grammar, and syntax. At this stage, “writers need to
develop a system for analyzing their work with a critical eye” in order to
develop as a writer (Hyatt et al., 2013, p.4).
36. Ginger Software
• Stage 6: Editing
• Online program where
students paste their
writing and it is
checked for grammar,
spelling, and
punctuation errors.
• http://www.gingersoftw
are.com/
37. Stage 6: Editing
• Ginger Software
• Google Docs
• Wikis
• Blogs
Conclusion: Tools that provide automated feedback to students for either
revising or editing purposes create a slippery slope. These tools are often misused
as students believe they replace the editing process. Teachers must instruct
students on the limitations of such tools, such as Spell Check, which do not
consider voice, writing style, homophones, and so forth.
The best technologies for the editing stage, like those used in the revision stage,
support collaboration and feedback from others.
38. Stage 7: Publishing
• iBooks
• Make Beliefs Comics
• VoiceThread
• Website
• Zoo Burst
• Blogs
• Book Builder
• Flip Builder
• Flip Writer
• Google Sites
Utilization of publishing technologies is important in order to make writing
more authentic and meaningful to students. Students who understand the
power and value of writing are more likely to engage in meaningful writing,
thus increasing their writing ability.
39. Book Builder
• Stage 7: Publishing
• Allows users to “create,
share, publish, and read
digital books that
engage and support
diverse learners
according to their
individual needs, interests,
and skills” (Rago, 2015, p.
2985).
• http://bookbuilder.cast.or
g/
40. Make Beliefs Comics
• Stage 7: Publishing
• Tool used to create a comic. Students can select
from a database of free, pre-created images, and
paste in their text.
• http://www.makebeliefscomix.com/Comix/
41. Flip Builder, Flip Writer,
iBooks
• http://www.flipbuilder.
com/
• http://www.flippdf.com
/flip-writer/index.html
• https://www.apple.co
m/ibooks/
• Stage 7: Publishing
• These tools allow the
student to share their
writing in an organized,
creative, and formal
presentation through
ebooks.
42. VoiceThread
• Stage 7: Publishing
• Digital story telling
program that “allows
students to add a
caption and audio
narration to photos and
videos (in addition to
many other document
types)” (Johnson, 2014, p.
34).
• https://voicethread.com/
43. Zoo Burst
• Stage 7: Publishing
• ZooBurst is a “digital
environment in which
students can create 3D
books” (Johnson, 2014,
p. 118).
• http://www.zooburst.c
om/
44. Stage 7: Publishing
• iBooks
• Make Beliefs Comics
• VoiceThread
• Website
• Zoo Burst
• Blogs
• Book Builder
• Flip Builder
• Flip Writer
• Google Sites
Conclusion: Utilization of publishing technologies is important in order to
make writing more authentic and meaningful to students. Students who
understand the power and value of writing are more likely to engage in
meaningful writing, thus increasing their writing ability.
45. The writing process is
“transformed…when students are
able to give feedback…and when
teachers are able to review the
text’s feedback, revision history and
the final version all in one place”
(Anderson & Mims, 2014 p. 4).
Technology lends itself to the writing process and writing development
because…
46. Technologies by Stage of the Writing Process
Gathering
Information
& Focusing
Drafting
• Blogger
• BlogSpot
• CamStu
dio
• Google
Doc
• Google
Site
• Kidblog
• Wiki
• Blogs
• Book
Builder
• Flip
Builder
• Flip Writer
• Google
Site
• iBooks
• Bing
• Delicious
• Diigo
• DuckDuc
kGo
• Google
• instaGro
k
• Ipl2 for
Kids
• KidRex
• KidsClick
• SafeSear
ch for
Kids
• Tagxedo
• Wordle
Pre-
Writing
• Inspiration
• Mind
Manager
• Mind
Meister
• Padlet
Walls
• TimeLiner
• Blogger
• BlogSpot
• Google
Doc
• Google
Site
• Kidblog
• Nanowrit
er
• Storyist
• Story Up
• Wiki
• Writer’s
Block
Buster
• Writer’s
Muse
Revising Editing
• Blogs
• Book
Builder
• Comix
Creator
• Flip
Builder
• Flip Writer
• Google
Sites
• iBooks
• Make
Beliefs
Comics
• VoiceThre
ad
• Zoo Burst
Publishing
47. • These technologies support students’ writing
development, giving them opportunities to gain
knowledge, organize thoughts, obtain peer
feedback, make revisions, and share their writing
with an audience.
• These technologies, with teacher instruction and
guidance, transform the process of writing, making
it more meaningful to students, which increases
their likeliness to engage in writing tasks that
contribute to their overall writing development.
What technologies can support students’ writing development, specifically, in each
stage of the writing process?
48. References
Anderson, R. S., & Mims, C. (2014). Handbook of research on digital tools for writing instruction in K-
12 settings. Hershey, PA: IGI Global.
Apple. (2015). iBooks. Retrieved from https://www.apple.com/ibooks/
BookBuilder. (2015). BookBuilder. Retrieved from http://bookbuilder.cast.org/
Cam Studio. (2014). Free streaming video software. Retrieved from http://camstudio.org/
Delicious Science. (2015). Delicious. Retrieved from https://delicious.com/
Diigo. (2015). Annotate, archive, organize. Retrieved from https://www.diigo.com/learn_more/research
DuckDuckGo. (2015). DuckDuckGo search engine. Retrieved from https://duckduckgo.com/
Educause. (2005). 7 things you should know about Wikis. Retrieved from
https://net.educause.edu/ir/library/pdf/ELI7004.pdf
Feinberg, J. (2014). Wordle. Retrieved from http://www.wordle.net/
FlipBuilder. (2015). Flip Builder. Retrieved at http://www.flipbuilder.com/
Flip Writer. (2015). Flip Writer. Retrieved from http://www.flippdf.com/flip-writer/index.html
Ginger Software. (2015). Grammar checker. Retrieved from http://www.gingersoftware.com/features
49. References (continued)
Google. (2015). Google docs. Retrieved from https://www.google.com/docs/about/
Hyatt, K., Gunnell, J., Roberts, C., & Smith, H. (2013). Integrating technology throughout the writing process.
International Higher Education Teaching & Learning Association, 3. Retrieved from
https://www.hetl.org/integrating-technology-throughout-the-writing-process/
Inspiration Software. (2015). Inspiration 9. Retrieved from http://www.inspiration.com/Inspiration
instaGrok, Inc. (2014). instaGrok. Retrieved from https://www.instagrok.com/
Internet Public Library. (2015).Kidspace. Retrieved from http://www.ipl.org/div/kidspace/
Johnson, D. (2014). Reading, writing, and literacy 2.0: Teaching with online texts, tools, and resources, K-8.
New York, NY: Teachers College Press.
KidRex. (2015). Kidrex: A Brent media website. Retrieved from http://www.kidrex.org/
KidsClick. (2015). KidsClick search. Retrieved from http://www.kidsclick.org/
MakeComix. (2015). Make beliefs comix. Retrieved from http://www.makebeliefscomix.com/Comix/
Network Solutions. (2015). Social bookmarking: What is it and how can it help promote my site? Retrieved
from http://www.networksolutions.com/support/social-bookmarking-what-is-it-and-how-can-it-
help-promote-my-site/
/
50. References (continued)
Kratcoski, A., Cottrell, S., Killeen, E., Kruse, A., & Miller, D. (2007). Exploring the use of
technology to facilitate the writing process. Journal of the Research Center for
Educational Technology, 3(2), 53-55
MeisterLabs. (2015). MindMeister. Retrieved from https://www.mindmeister.com/
Mindjet. (2015). MindManager: The world’s best mind mapping software. Retrieved from
http://www.mindjet.com/mindmanager/
Padlet (2015). Padlet home. Retrieved from https://padlet.com/
Rago, D. (2015). Using technology to support the writing of students with learning disabilities. In D. Slykhuis &
G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education
International Conference 2015 (pp. 2985-2987). Chesapeake, VA: Association for the Advancement
of Computing in Education.
Snyder, T. (2015). TimelinerXE. Retrieved from http://www.tomsnyder.com/timelinerxe/
SpiderScribe. (2015). Spiderscribe.net. Retrieved from https://www.spiderscribe.net/
Tagxedo. (2015). Word clouds with styles. Retrieved from http://www.tagxedo.com
VoiceThread LLC. (2015). VoiceThread. Retrieved from https://voicethread.com/
Wikipedia. (2015). Wikis. Retrieved from www.wiki.com/
ZooBurst. (2014). ZooBurst. Retrieved from http://www.zooburst.com/
