High-Tech, Low-Tech, No-Tech?: Divergent Implementations of Technology and the Risks and Rewards for Student Writing

Research output: Contribution to conference › Paper

Abstract

Explored whether high-tech, low-tech, or no-tech pedagogical strategies create a broader path to literacy in First-Year Writing.

Original language	English
State	Published - 2015
Event	Conference on College Composition and Communication - Pittsburgh, PA Duration: Jan 1 2019 → …

Conference	Conference on College Composition and Communication
Period	01/1/19 → …

@conference{04d094ff69bc4842a34e668d06bdb472,

title = "High-Tech, Low-Tech, No-Tech?: Divergent Implementations of Technology and the Risks and Rewards for Student Writing",

abstract = "Explored whether high-tech, low-tech, or no-tech pedagogical strategies create a broader path to literacy in First-Year Writing.",

author = "Zickel, \{Emily S\} and Schantz, \{Jessica Selby\} and Brentar, \{John M\} and Gagich, \{Melanie E\}",

year = "2015",

language = "English",

note = "Conference on College Composition and Communication ; Conference date: 01-01-2019",

}

TY - CONF

T1 - High-Tech, Low-Tech, No-Tech?: Divergent Implementations of Technology and the Risks and Rewards for Student Writing

AU - Zickel, Emily S

AU - Schantz, Jessica Selby

AU - Brentar, John M

AU - Gagich, Melanie E

PY - 2015

Y1 - 2015

N2 - Explored whether high-tech, low-tech, or no-tech pedagogical strategies create a broader path to literacy in First-Year Writing.

AB - Explored whether high-tech, low-tech, or no-tech pedagogical strategies create a broader path to literacy in First-Year Writing.

M3 - Paper

T2 - Conference on College Composition and Communication

Y2 - 1 January 2019

ER -