Interplay of Technology and Self-Determination in Enhancing Writing Skills
Abstract
This study examines the viewpoints of two educators regarding the incorporation of technology to enhance students’ writing abilities, encourage self-determination, and facilitate collaborative learning. The primary goal of this study is to decipher the potential benefits and challenges of integrating technology into writing instruction, aiming to provide a comprehensive framework for educators and policymakers. We strive to develop a more effective and inclusive teaching environment that fosters students’ writing skills and self-determination. Using a qualitative research methodology, more specifically narrative inquiry, this study explores the lived experiences of educators within the context of higher education. Semi-structured interviews are used as the principal method of data gathering, facilitating a comprehensive exploration of instructional tactics, difficulties, and adjustments in technology implementation. The novelty of this research lies in its participant-centric approach, drawing insights directly from educators’ experiences and instructional tactics. This unique perspective offers a nuanced understanding of the complexities involved in technology integration, thus filling the gap in the existing literature. The findings of the analysis demonstrate a comprehensive strategy that encompasses the integration of technology, encouragement of self-determination, facilitation of collaborative learning, and provision of external support, resulting in substantial enhancement of students’ writing abilities and overall attitudes toward writing. The results emphasize the necessity for additional investigation in this field, thus contributing to the continuing scholarly discussion on effective methodologies in the realm of writing instruction. This study holds significant importance for educators and policymakers who aim to efficiently utilize technology in the field of writing instruction.
Keywords: technology integration, writing skills, self-determination, collaborative learning, teaching strategies.
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