Research  

Spring 2009

PLANS

I will introduce the software Read&Write GOLD to middle school students.  This is an excerpt from the abstract portion of the HSRB application form.

 
This is a two part study.

Part I

Six ACPS middle school teachers were trained to use Read&Write GOLD this past summer.  With help from the researcher, they would introduce the students to the software and allow the students to use it for writing practice and assignments from one to two times per week for 12-15 sessions.  Because ACPS is focusing on writing skills this year, the time spent writing would be a normal class activity. All middle school students submit drafts to a web based assessment application called Criterion.  Students in the targeted classes would do the same.  The comparison group would type and submit drafts using the Criterion application.  The experimental group would type drafts in Criterion but they would have access to a variety of tools as they type.   Each June, until the participating students are in finishing 8th grade, a student survey will be given to those students to assess student attitudes towards writing and towards the software.  Questions on the student survey were adapted from a survey that was completed in the district in 2005. 

Part II

 A survey regarding teacher thoughts and attitudes about the use of technology, Assistive Technology, and ideas for incorporating both in classes, would be sent to middle school Language Arts teachers.  This would take about 10-15 minutes to complete and begins with informed consent.  If teachers mark the agree button, the survey begins.  If they mark disagree, the survey would end.  As the survey is begun, an automatic random identifier is assigned to ensure confidentiality.  The questions on the teacher survey were adapted from teacher surveys that were completed in the district in 2005. 

The final question would ask about interest in participating in an interview.  The teachers who would like to participate in the survey would have to type in an e-mail address for contact.  Only the researcher would have that information and it would be stripped from the survey to continue confidentiality.  Four to six teachers would be asked to participate in a one hour interview to collect more detailed information about strategies for technology integration and insights as to what may enhance the success of using technology in the classroom for students with documented writing deficits.