Detalhes bibliográficos
| Resumo: | This paper reports findings from a multisite qualitative research regarding the use of digital tools to enhance writing practices. The participants were 60 students from two groups of 2nd and one group of 4th graders from two different schools and their teachers. The interventions were planned and implemented by the teachers. Observation notes, student’s narratives and teachers’ interviews were analyzed to know: What kind of writing practices are promoted by the use of the digital tools? To what extent does the use of the tools support the development of writing skills? The results indicate that the digital tools supported ‘write-to-learn’ and ‘learn-to-write’ practices, with a focus on the ‘process’ of writing. Regarding the narratives, the analysis within groups revealed different textual characteristics according to the digital tools used by the teacher and the kind of practice prioritized in her intervention; while the analysis between groups indicated a strong relationship between the stimuli of the digital tools and the narratives’ organisation and lexical diversity. This study contributes to the understanding of the integration of digital tools in hybrid writing practices. |
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| Autores principais: | Gil, Maitê Moraes |
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| Outros Autores: | Sylla, Cristina Maria; Cunha, Adriana João Carvalho Machado; Pereira, Iris Susana Pires |
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| Assunto: | Ciências Sociais::Ciências da Educação Educação de qualidade |
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| Ano: | 2024 |
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| País: | Portugal |
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| Tipo de documento: | outro |
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| Tipo de acesso: | acesso aberto |
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| Instituição associada: | Universidade do Minho |
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| Idioma: | inglês |
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| Origem: | RepositóriUM - Universidade do Minho |
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