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dc.contributor.advisorCawkwell, Gail
dc.contributor.advisorLocke, Terry
dc.contributor.authorFothergill, Lynn Janette
dc.date.accessioned2013-09-03T00:00:22Z
dc.date.available2013-09-03T00:00:22Z
dc.date.issued2013
dc.identifier.citationFothergill, L. J. (2013). ‘It’s more enjoyable but it doesn’t help you with your writing.’ The impact of ICT in task design on student self-efficacy and enjoyment in writing. (Thesis, Master of Education (MEd)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/7959en
dc.identifier.urihttps://hdl.handle.net/10289/7959
dc.description.abstractThis thesis investigates the relationship between the inclusion of Information Communication Technologies (ICT) in the design of school-based writing tasks, and student self-efficacy and enjoyment in writing. It describes the development, execution and reflection of an action research intervention, which explores this relationship. A case study methodology within an action research framework was adopted. Primarily the research was qualitative in nature, together with some quantitative data collection. The study was conducted with a class of Year 7 and 8 students and their teachers, from a full primary school in South Auckland. Findings suggest that students themselves made a clear distinction between the writing they do outside of school, and that which they do for school purposes. They were reluctant to acknowledge the kinds of digital writing that is not exemplified as writing at school as ‘real writing’. Although digital forms of writing were seen as enjoyable by these students, they did not see writing in this way as being helpful to their writing achievement, which they measured against formal, traditional assessment practices. The implication of these findings for teachers is that an expanded view of literacy must be adopted and valued to include a multimodal, multiliteracies approach to literacy, to ensure students are equipped to participate effectively in the twenty-first century. Further, students themselves will also need to diversify their views of what constitutes writing, including validating for classroom purposes, the digital writing they do beyond the classroom.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikato
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectWriting
dc.subjectICT
dc.subjectself-efficacy
dc.subjectenjoyment
dc.subjecttask design
dc.title“It’s more enjoyable but it doesn’t help you with your writing.” The impact of ICT in task design on student self-efficacy and enjoyment in writing.
dc.typeThesis
thesis.degree.grantorUniversity of Waikato
thesis.degree.levelMasters
thesis.degree.nameMaster of Education (MEd)
dc.date.updated2013-04-10T06:32:24Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


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