1. Writing in the
One-to-One
ELA Classroom:
Trends & Trials
Janice Jett, Middle Grades
Language Arts & Literature
Teacher, NC State Doctoral
Candidate

2. Introduction
 Passionate about all things teaching and
learning – I particularly love reading and
writing.
 17 years experience in K-12 and community
college settings; all but six of those years
teaching writing in the upper grades and
beyond
 Currently serving in my second year with LA
and literature students who have 1:1 access
in grades 6-8

3. Background, con’t.
 Previous greatest teaching challenge: Two
months to prepare sophomores for EOC writing
assessment in the late 1990’s
 NOW: Teaching middle grades in 1:1 environment
 Study interest prompted by curiosity as to how
experienced teachers with 1:1 access teach
writing
 Desire to maximize students’ ability to write with
confidence and clarity

4. Study Questions
 Primary: How are teachers’ pedagogical
strategies influenced by their students’ 1:1
access?
 What are the challenges for teachers and
students in 1:1 writing environments?
 How has 1:1 altered the nature of writing
activities and use of instructional time?
 How do 1:1 environments impact student
writing process?

5. Literature Review
 Historyof laptop implementations,
achievements, and studies
 Professional development needs – both
novice and experienced teachers
 Student benefits and considerations
 Reforms in writing instruction and the
impact of 1:1 programs on practice

6. Key Studies in 1:1Research
 2005/2006 - Warschauer’s two-year 10-site study of
schools in Maine and California – found that 1:1
programs led to deeper learning,
development/practice of 21st century skills, and
opportunities for more and better writing
 2006 – Penuel – Frequently cited in the literature –
reviews programs through early 2000’s - found
substantial reports of increased student
achievement; less clarity concerning core subject
performance
 2009/2011 – Spires, et al. – 1:1 environment is a
“new learning ecology”

7. Theoretical Framework
 Mishra and Koehler’s(2006) Technological,
Pedagogical and Content Knowledge
Framework
 Builds on Shulman’s idea that teachers
utilize a balance of content and
pedagogical knowledge in making
instructional decisions – one’s
understanding of technology impacts
their instruction

8. Mishra & Koehler’s (2006)
TPACK Framework

9. Your Turn
 Reflect on your balance of technology,
pedagogy, and content knowledge.
What area are you most confident in?
What area most challenges you?
 Please find your 12:00 pm partner and
discuss your responses.
 What area might you imagine is most
difficult for newer teachers?

10. Methodology
 Chose two specific sites based on program
longevity and reputed achievement; Principals
helpful, selected teachers based on criteria
requested
 Teachers understood in advance of visits that the
study focused on writing but were not instructed to
alter plans or conduct a “special” lesson – natural
inclusion of writing in the ELA 1:1 setting to capture
a more accurate snapshot
 Requests made for time to interview students as
well as for copies of lesson plans, activities, and
student writing samples

11. Data Collection
 Observed in classes over two or three
consecutive days with each of two or three
teachers per site
 Recorded detailed field notes capturing as
much teacher-student dialogue & activity as
possible
 Spent time during planning period and after
school engaging teachers in interviews;
talked with principals, EC teachers, writing
facilitator, etc.
 Interviewed students individually and in focus
group set-up during class time

12. Data Analysis
 Printed data & read repeatedly over the course of
four-six weeks
 Marked observations and responses in different-
colored ink for each reading after initial pass
 Sought areas of overlap and common threads
among the teacher data & student interview data
separately, then across all participant data
 Over time with continuous reflection and review,
the overlaps and common threads evolved into
three overarching themes

13. Findings: Prevalent Themes
 Engagement vs. Distraction: A Fine Line
for Teachers and Students
 Laptops as ONE Aspect of the Writing
Program – Pencil and Paper continue to
have a role in writing activities
 The Not-so-Subtle Influence of Teacher
Values on Writing Instructional Practices –
Collaborative planning does not lead to
identical student writing experiences

14. Theme One: Distractions
 Every participant – five teachers and
eight students – touched on distractions
 All teachers – veteran and newer to the
classroom indicated distractions were a
problem, with only one teacher not
demonstrating considerable concern
 Two students of eight admitted getting
distracted personally, but every student
indicated problems with classmates

15. Your Turn: DISTRACTIONS
 Reflect on what you have learned about
distractions in the 1:1 classroom.
 What are your “surefire” techniques for
managing distractions?
 Turn to your 3pm appointment and discuss
how you contend with distractions in your
1:1 settings.

16. Theme Two: Laptops vs. Pens
 Allteachers continue to use pencil and
paper in their classrooms, but for varied
purposes
 Some teachers indicate challenges with
providing feedback for online writing
 Two teachers value handwritten journals
 Four teachers promote scripting for taking
notes, particularly concerning grammar or
complex topics

17. Your Turn
 How do you decide which writing
activities are best suited for the laptop?
 When do you have students use their
paper and pen or pencils for writing?
 What procedures do you use to grade
online writing activities?
 Find your 6pm partner to discuss these
questions.

18. Theme Three: Teacher Values
 Ottenbreicht-Leftwich et al. (2010) assert that
teacher value systems are rarely discussed in
conjunction with technology integration
 Teachers who plan together may still have
variations in the writing activities and
practices taking place in their rooms
 Examples: Ms. Smith – family & relationships;
Ms. Thomas – professionalism; Ms. Young –
love of writing influences students

19. Your Turn
 What personal beliefs or values do you have that
you believe influence the way that you teach
writing?
 How has 1:1 access impacted your beliefs about
teaching writing?
 Has your teaching team discussed the role of
values in teaching writing? If so, what was the
outcome?
 Find your 9pm appointment to discuss these
questions.

20. Discussion: Sub-Question #1 -
Challenges for Teachers
 Distractions – few, if any “foolproof” methods
offered from these experienced 1:1 teachers
aside from close monitoring
 Feedback for online writing and grading
procedures – online grading programs helpful,
but not a comprehensive solution; some
teachers adapt editing strategies while others
prefer printouts for scribing detailed feedback
 Student keyboarding skills vary, “back doors”
for mischief, equipment malfunctions

21. Discussion: Challenges for
Students
 DISTRACTIONS – Two students admitted
personal difficulties, while ALL participants
indicated problems with classmates
 Navigating new applications & programs
 Restricted access to sites/applications
 New teachers’ lack of use
 Lack of 24/7 access for all students

22. Sub-Question #2 – Changes in
Activities & Use of Time
 “Big Push” to have everything in a digital format
 Research takes place in the classroom setting as
students write – very helpful
 Paper and pencil reserved for personal journaling
and scribing notes for complex concepts; some
drafting
 Assignment lengths varied – short answer, “eighth
grader” paragraphs; not much evidence of detailed,
lengthy writing – one class actively writing an editorial
 FLEXIBILITY concerning student comfort for composing

23. Sub-Question #2: Student
Perspective
 Allstudents have at least one way in
which writing is still helpful – Three students
of eight even prefer to scribe
 Four students recognize that writing helps
with the learning process – the “light bulb”
effect
 Matters of trust for three students – Will it
break? Will it be available when I need it?
Typing slows me down, etc.

24. Sub-Question #3: Impact on
Student Writing Process
 According to Dave and Russell (2010), nearly
50% of young writers still print out their drafts
for editing purposes
 Pencil and keyboard thus have a unique and
sometimes shifting role for student writers –
trust and keyboarding skills are factors
 Students and teachers alike appreciate
instant access to information, including a
dictionary; frustration with restrictions

25. Sub-Question #3: Impact on
Student Writing Process, con’t.
 Students seemed to mimic their teacher’s
preference for process – i.e. If their teacher
expected a written draft prior to typing, the
students explained that as their process; when
teachers relied more so on paper or laptop
exclusively for writing activities, the students
seemed to do the same
 Minority student participants prefer to use
laptop for typing as opposed to composing

26. Teachers’ Pedagogical
Strategies as Influenced by 1:1
 1:1 Teachers expect distractions and actively work
to address them
 Teachers demonstrate flexibility in carrying out
writing process with their students, understanding
that both keyboarding and scripting have a
valuable, though often varying, role for student
writers and learning
 1:1 access increases the opportunity for teacher
values to influence the types of writing activities
and process experiences that students have
 1:1 settings facilitate the coverage and practice
of 21st Century Skills

27. Implications for ELA Instruction
 Teachers need guidance and opportunities to
discuss best practices for monitoring students
 Teachers would benefit from ongoing
updates/strategies for teaching fact-finding,
organizing, and synthesizing of information
required for 21st century learning
 Need for focused discussion detailing teacher
values and instructional decision-making

28. Implications for ELA, con’t.
 Discussion of access for students – 24/7
versus day users – need for support for
day users with distractions, time
management
 A need for understanding the student’s
“relationship” with his or her computer
and its impact on writing habits
 Impact of perceived audience (online vs.
teacher only) for student writers

29. Summary
 There is no one “right way” to teach writing in
the 1:1 setting.
 Distractions are an ongoing challenge for
students and teachers (new and experienced).
 Teachers vary their approach to balancing
online writing with traditional scripting.
 Teacher values influence the types of writing
activities that take place in their classrooms,
even in collaborative or PLC settings

30. Moving Forward…
 Writing instruction in the English language
arts field is in a time of transition
 There remains a great deal more to learn
about effective writing instruction in the
1:1 setting
 Temper the excitement for the tools
available with understanding what is most
helpful for student writing process in the
long-term – flexibility is essential!