Recent years have seen an increasing need and opportunity for technology integration in education. The recent pandemic has also given a major push to the adoption of technology in teaching and learning. These natural and forced changes call for accelerated improvement of ourselves as teachers and researchers, while rapidly evolving technology challenges us to keep pace.
Language education has a history of thoughtful use of technological affordances (e.g., Kessler, 2018; Lomicka & Lord, 2019). A prime example is in second language writing, where certain technologies are increasingly used in writing classrooms and research (see Godwin-Jones, 2018; Hyland, 2016; Lim & Polio, 2020). In parallel with such ongoing advancements, new applications for writing have emerged. Thus, it is important to explore and evaluate the current state of technology for writing and move forward in a pedagogically sound and theoretically meaningful way.
This Research Topic aims at understanding how emerging technologies are changing teaching, learning, and researching writing. We define emerging technologies for writing in two ways in this Research Topic. First, we consider technologies that are new (recently developed) and not yet widely adopted for the purposes of writing practice and research but are likely to have a big influence in the near future as emerging technologies. Second, we consider technologies that have been around for some time but have recently started to be utilized for the purposes of writing practice and research as emerging technologies.
We invite papers that address, but are not limited to, the following themes:
• Latest technological innovations that could be used for teaching and learning writing
• Changes in writing and written genres along with emerging technologies
• Innovative methodological approaches to investigating writing
• Use of established theories and traditional approaches in contemporary technology-based writing practice and research
• Critical perspectives on technology integration into writing
• Impacts of emerging technologies upon writing teachers, courses, and institutions
• Teacher and student approaches to technology integration to writing
• The role of emergent technologies in empowering student writers and instructors and increasing equity
This collection will create a space for scholarly discussion and research from a range of disciplinary and interdisciplinary perspectives. Contributions employing diverse research methods and addressing L1 and/or L2 writing and writers at different levels/ages are welcome. We also welcome conceptual articles discussing theoretical and methodological approaches as well as systematic literature reviews.
Recent years have seen an increasing need and opportunity for technology integration in education. The recent pandemic has also given a major push to the adoption of technology in teaching and learning. These natural and forced changes call for accelerated improvement of ourselves as teachers and researchers, while rapidly evolving technology challenges us to keep pace.
Language education has a history of thoughtful use of technological affordances (e.g., Kessler, 2018; Lomicka & Lord, 2019). A prime example is in second language writing, where certain technologies are increasingly used in writing classrooms and research (see Godwin-Jones, 2018; Hyland, 2016; Lim & Polio, 2020). In parallel with such ongoing advancements, new applications for writing have emerged. Thus, it is important to explore and evaluate the current state of technology for writing and move forward in a pedagogically sound and theoretically meaningful way.
This Research Topic aims at understanding how emerging technologies are changing teaching, learning, and researching writing. We define emerging technologies for writing in two ways in this Research Topic. First, we consider technologies that are new (recently developed) and not yet widely adopted for the purposes of writing practice and research but are likely to have a big influence in the near future as emerging technologies. Second, we consider technologies that have been around for some time but have recently started to be utilized for the purposes of writing practice and research as emerging technologies.
We invite papers that address, but are not limited to, the following themes:
• Latest technological innovations that could be used for teaching and learning writing
• Changes in writing and written genres along with emerging technologies
• Innovative methodological approaches to investigating writing
• Use of established theories and traditional approaches in contemporary technology-based writing practice and research
• Critical perspectives on technology integration into writing
• Impacts of emerging technologies upon writing teachers, courses, and institutions
• Teacher and student approaches to technology integration to writing
• The role of emergent technologies in empowering student writers and instructors and increasing equity
This collection will create a space for scholarly discussion and research from a range of disciplinary and interdisciplinary perspectives. Contributions employing diverse research methods and addressing L1 and/or L2 writing and writers at different levels/ages are welcome. We also welcome conceptual articles discussing theoretical and methodological approaches as well as systematic literature reviews.
