The purpose of this study was to examine how teachers practice Arne Tragetons theory of using computers as the first writing instrument in reading and writing development. We wanted to clarify how the work from using Tragetons theory was applied while investigating if and how other methods of reading and writing instruction were used. Our interest lays in how the teachers accomplished the knowledge of this theory and also how the choice of this approach came about. To investigate this we used interviews with a qualitative nature, where seven active teachers were interviewed. They worked in three different schools in years one to three, they were all women and had various long experiences of work on the computer writing tools. The essential and the most prominent of these results showed a greater desire to learn where joy was in focus. Typing bliss was seen by an increased production of text made possible because the use of computer writing tools are not slowed by the students sometimes worse than fine motor development. The comprehensive results showed that the computer as the central medium of literacy development contributed to the speedier development of the pupils in comparison to the traditional reading and writing instruction. The interviewed teachers had only a few negative aspects to serve and those focused primarily on the technical bits that were not on students' development.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hig-11523 |
| Date | January 2011 |
| Creators | Stål, Johanna, Eriksson, Sofia |
| Publisher | Högskolan i Gävle, Akademin för utbildning och ekonomi, Högskolan i Gävle, Akademin för utbildning och ekonomi |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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