The integration of digital tools during strategic and interactive writing instruction

Jennifer Renee Kilpatrick, Rachel Saulsburry, Hannah M. Dostal, Kimberly A. Wolbers, Stephen Graham

Research output: Chapter in Book/Report/Conference proceedingChapter


The purpose of this chapter is to gain insight from the ways a group of elementary teachers of the deaf and hard of hearing chose to integrate digital tools into evidence-based writing instruction and the ways these technologies were used to support student learning. After professional development that exposed these teachers to twelve new digital tools, they were observed incorporating several new tools into their instruction; however, most of the tools were not the ones targeted during professional development. There are factors related to both teacher perspectives and professional development design that seem to play a role in what digital tools are used, how they are used, and who uses them. Based on these factors, suggestions are made for the design of future professional development that more effectively introduces technologies to teachers and supports their efforts to integrate these tools into classroom instruction.

Original languageEnglish (US)
Title of host publicationProfessional Development and Workplace Learning
Subtitle of host publicationConcepts, Methodologies, Tools, and Applications
PublisherIGI Global
Number of pages20
ISBN (Electronic)9781466686335
ISBN (Print)1466686324, 9781466686328
StatePublished - Sep 3 2015

ASJC Scopus subject areas

  • Economics, Econometrics and Finance(all)
  • Business, Management and Accounting(all)
  • Social Sciences(all)


Dive into the research topics of 'The integration of digital tools during strategic and interactive writing instruction'. Together they form a unique fingerprint.

Cite this