Physical learning environments offer many affordances that one can choose from when designing instruction. For courses where student writing is central to course learning outcomes, a challenge exists in that innovative digital technologies may take precedence over nondigital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within physical learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies to increase opportunities for active learning. We explain the rationale for the design decisions in an introductory composition course taught in a technology-enhanced, Active Learning Classroom through a design case model. Classroom applications relevant to any course in which student writing is a central learning activity are discussed.
Journal of Teaching and Learning with Technology
Digital Object Identifier (DOI)
Buchenot, André C. and Roman, Tiffany, "Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies" (2019). Faculty Publications. 4822.