Chapter 7 Reflections

Doesn't word processing make the writing process too easy? Absolutely not! Editing might be easier with word processing, but the writer still needs to plan,organize, and develop the essay. Also, grammar check and spell check do not have all the answers. A student needs to be able to review his/her work to determine of the essay is written correctly. Students with disabilities could be helped  with word processing. For instance, if a student cannot grip a pencil, he/she can possible type into a computer. If that skill is still not possible, then the student can use the speaking software, such as Dragon Naturally Speaking. This could build the confidence of that student tremendously. For me, it is easier to write. It is difficult to type because of a wrist that is in neutral, an MCP replacement, and elbows with contractures.

How can word processing be used to engage students in higher-level thinking?
Word processing can be a wonderful tool to engage students in higher-level thinking skills. One example would be graphic organizers. "Student creation of graphic organizers involves numerous decisions that require higher-order thinking about the new information to be learned” (Morrison & Lowther, p.177).  Additionally, Morrison and Lowther (2010) continue and say, "When students use word provessing software to communicate their understanding of new knowledg as it relates to previously learned subject-area content as defined by curriculum standards, four of the six NETs standards are being met:

• creativity and innovation
• research and information fluency
• critical thinking, problem solving, and decision making
• technology operations and concepts

In what ways are the individual needs of students met when their work is completed with a word processor?
When planning for assessment, students hould be assed on what they should be required to learn. For instance, Morrison and Lowther (p. 195) state, " Criteria for this aspect of performance could include some of the following:

• scope of desciption
• consistency
• clarity of expression
• accuracy of information
• sufficiency of detail
• relevance of information
• logic in organization

Nowhere in this does it account for spelling, for example. Students are assed on the content and development of their essays.

Morrison G. and Lowther, D. (2010). Integrating computer technology into the classroom: Skills for     the 21st. Century. Boston: Pearson Education.