In addition to discussing the strategies that teachers adopt when moving from one setting into the other, the authors also discuss how the presence of technology in the writing classroom affects students attitudes toward writing, their writing performance, and their interaction with other students and the teacher.
The authors point out the fact that the students in the computer-supported classes generally had a more positive learning experience and tended to be less apprehensive about writing than the students in the traditional classrooms. The results of the Transitions Study show that the students in a computer-supported classroom tended to see writing as more natural and less intrusive than their peers in a traditional classroom. Therefore, it is not surprising that in the computer-supported classroom students wrote more and engaged in more extensive revision.
Students in computer-supported classrooms also interacted a great deal more with each other as well as with the teacher, which supports one of the claims advanced in the book, that the presence of technology in a writing classroom promotes collaboration
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