Use of word processing for classroom

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    Effective Classroom Implementation of Technology

   "Today’s classrooms need to prepare students to become citizens of the information age. Students must think critically, analyze and synthesize information to solve technical, social, economic, political, and scientific problems, and work productively in groups" ( Mills & Roblyer, 2002). This paper will summarize two articles that discuss technology productivity tools and apply the information to a teaching situation. The two tools are word processing and Excel spreadsheet.

    Word processing is a software tool that facilitates written communication. Word processing supports a variety of teaching and learning activities by allowing students to become more involved in critical thinking activities by thinking about what their words really mean, using an extended vocabulary, and elaborating, reorganizing, and refining written composition. Word processing makes it faster and easier for students to complete their work through writing, editing, and illustrating stories and reports or by keeping classroom notes and logs. (Mills & Roblyer, 2002)

   In Word Processing and its Effect on the Writing Process, Katie Herrick sets out to demonstrate how "word processing affect [s] the writing process and the overall quality of writing of third through sixth grade students" ( Herrick, 1997). Katie Herrick claims that "students who used a word processor were more effective at editing their work" (1997). Furthermore, "word processing motivated students and encouraged them to share their writings with [their] peers" (1997). Katie Herrick "researched nine articles". The fact that students could edit without pen and paper made them "more independent [and] more confident in their ability to change their original stories" (1997). Other information that was revealed from a study done in New Zealand, was that students "enjoy [ed] writing" and that "in order for students writing to improve, teachers need to instruct students in writing at the same time they are using a word processor" (1997). For enhanced learning Katie Herrick suggests giving students "new and unique audiences who could respond to their work… by allow [ing] students to publish" (1997) their work on the Internet.