As we wrap up the year, we want to highlight all the work our leadership team has done throughout the year. We also want to recognize and give thanks to our community of teachers and educators for your incredible support. You make our open programs and resources possible. Thank you for being with us in 2022! We hope to see you in 2023.
The study examines the effects of digital storytelling on students' writing self-efficacy and to investigate which context is more effective to create digital storytelling. Read more here →
This study focuses on writing done in two school districts by students in Grades 4-11 on Google Docs to understand the relationships among digital device access, digital writing time, and standardized English language arts assessment scores. The data cover three academic years: 2014-15, 2015-16, and 2016-17. Authors describe the amount of time spent writing in this mode and how it changed over grade levels and the relationship between Google Docs writing time and access to digital devices. This study increases our foundational knowledge about the time spent by students on writing in this modality during a time in which these districts began to significantly adopt digital technology.
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