This action research study was conducted to examine the effects of integrating technology into the second-grade writing curriculum. The second grade class was in a middle class suburban town and consisted of 23 children. Students composed a type written fairy tale, created I Am poems on the computer, wrote while listening to classical music, and wrote a story using a video prompt. Data collection included observations, student interviews, questionnaires, collections of student work, and informal interviews with staff and faculty. Students reported a preference to typing their stories, rather than hand writing. Students also said that listening to classical music while writing helped them to write better. Students responded positively to writing after viewing a video prompt. The majority of students preferred lessons taught using technology.
","abstract_html":"<p>This action research study was conducted to examine the effects of integrating technology into the second-grade writing curriculum. The second grade class was in a middle class suburban town and consisted of 23 children. Students composed a type written fairy tale, created <em>I Am</em> poems on the computer, wrote while listening to classical music, and wrote a story using a video prompt. Data collection included observations, student interviews, questionnaires, collections of student work, and informal interviews with staff and faculty. Students reported a preference to typing their stories, rather than hand writing. Students also said that listening to classical music while writing helped them to write better. Students responded positively to writing after viewing a video prompt. The majority of students preferred lessons taught using technology.</p>","abstract_has_math":false,"creators":["Mallon, Jessica"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Wassell, Beth A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-06-19T07:00:00Z","date_published":"2008-06-19T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Composition (Language arts); Educational technology","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/742","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wassell, Beth A."]},{"key":"dc:creator","label":"Author","values":["Mallon, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-22T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Composition (Language arts); Educational technology","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/742"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This action research study was conducted to examine the effects of integrating technology into the second-grade writing curriculum. The second grade class was in a middle class suburban town and consisted of 23 children. Students composed a type written fairy tale, created I Am poems on the computer, wrote while listening to classical music, and wrote a story using a video prompt. Data collection included observations, student interviews, questionnaires, collections of student work, and informal interviews with staff and faculty. Students reported a preference to typing their stories, rather than hand writing. Students also said that listening to classical music while writing helped them to write better. Students responded positively to writing after viewing a video prompt. The majority of students preferred lessons taught using technology.
"]},{"key":"dc:title","label":"Title","values":["Integrating technology into the 2nd grade writing curriculum"]}]}],"canonical_facts":{"dc:contributor":["Wassell, Beth A."],"dc:creator":["Mallon, Jessica"],"dc:date.available":["2016-03-22T07:00:00Z"],"dc:description.abstract":["This action research study was conducted to examine the effects of integrating technology into the second-grade writing curriculum. The second grade class was in a middle class suburban town and consisted of 23 children. Students composed a type written fairy tale, created I Am poems on the computer, wrote while listening to classical music, and wrote a story using a video prompt. Data collection included observations, student interviews, questionnaires, collections of student work, and informal interviews with staff and faculty. Students reported a preference to typing their stories, rather than hand writing. Students also said that listening to classical music while writing helped them to write better. Students responded positively to writing after viewing a video prompt. The majority of students preferred lessons taught using technology.
"],"dc:identifier":["https://rdw.rowan.edu/etd/742"],"dc:subject":["Composition (Language arts); Educational technology","Elementary Education and Teaching"],"dc:title":["Integrating technology into the 2nd grade writing curriculum"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:40Z"}