Educational Technology to Support Written Expression: A Systematic Literature Review

Samantha R. Goldman; Adam Carreon; Sean J. Smith; Kathleen N. Zimmerman

doi:10.1177/01626434231210987

Educational Technology to Support Written Expression: A Systematic Literature Review

Samantha R. Goldman
, Adam Carreon
, Sean J. Smith
, Kathleen N. Zimmerman

Elementary & Special Education

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

The purpose of this descriptive review of nine research studies was to explore the types of educational technologies used with SWDs to support written expression (WE), the implementation of the educational technology for WE, and the methods and domains WE outcomes are measured. This review focused on: (1) the technologies utilized in combination with WE outcomes; (2) student demographics, background experience and knowledge of technology, and the training they received for the educational technology in the intervention; (3) strategy use for WE and the accompanying student training; and (4) the instrumentation and WE criteria assessed. Based on the results of this review, we provide recommendations for future research around educational technologies to support WE.

Original language	English
Pages (from-to)	320-338
Number of pages	19
Journal	Journal of Special Education Technology
Volume	39
Issue number	3
DOIs	https://doi.org/10.1177/01626434231210987
State	Published - Oct 31 2023

Scopus Subject Areas

Education
Computer Science Applications

Keywords

educational technology
predictive text
speech-to-text
written expression

Access to Document

10.1177/01626434231210987

Cite this

@article{88724ae834d740ddae27b9dddb6c75c7,

title = "Educational Technology to Support Written Expression: A Systematic Literature Review",

abstract = "The purpose of this descriptive review of nine research studies was to explore the types of educational technologies used with SWDs to support written expression (WE), the implementation of the educational technology for WE, and the methods and domains WE outcomes are measured. This review focused on: (1) the technologies utilized in combination with WE outcomes; (2) student demographics, background experience and knowledge of technology, and the training they received for the educational technology in the intervention; (3) strategy use for WE and the accompanying student training; and (4) the instrumentation and WE criteria assessed. Based on the results of this review, we provide recommendations for future research around educational technologies to support WE.",

keywords = "educational technology, predictive text, speech-to-text, written expression",

author = "Goldman, \{Samantha R.\} and Adam Carreon and Smith, \{Sean J.\} and Zimmerman, \{Kathleen N.\}",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2023.",

year = "2023",

month = oct,

day = "31",

doi = "10.1177/01626434231210987",

language = "English",

volume = "39",

pages = "320--338",

journal = "Journal of Special Education Technology",

issn = "0162-6434",

publisher = "SAGE Publications Inc.",

number = "3",

}

TY - JOUR

T1 - Educational Technology to Support Written Expression

T2 - A Systematic Literature Review

AU - Goldman, Samantha R.

AU - Carreon, Adam

AU - Smith, Sean J.

AU - Zimmerman, Kathleen N.

N1 - Publisher Copyright: © The Author(s) 2023.

PY - 2023/10/31

Y1 - 2023/10/31

N2 - The purpose of this descriptive review of nine research studies was to explore the types of educational technologies used with SWDs to support written expression (WE), the implementation of the educational technology for WE, and the methods and domains WE outcomes are measured. This review focused on: (1) the technologies utilized in combination with WE outcomes; (2) student demographics, background experience and knowledge of technology, and the training they received for the educational technology in the intervention; (3) strategy use for WE and the accompanying student training; and (4) the instrumentation and WE criteria assessed. Based on the results of this review, we provide recommendations for future research around educational technologies to support WE.

AB - The purpose of this descriptive review of nine research studies was to explore the types of educational technologies used with SWDs to support written expression (WE), the implementation of the educational technology for WE, and the methods and domains WE outcomes are measured. This review focused on: (1) the technologies utilized in combination with WE outcomes; (2) student demographics, background experience and knowledge of technology, and the training they received for the educational technology in the intervention; (3) strategy use for WE and the accompanying student training; and (4) the instrumentation and WE criteria assessed. Based on the results of this review, we provide recommendations for future research around educational technologies to support WE.

KW - educational technology

KW - predictive text

KW - speech-to-text

KW - written expression

UR - https://www.scopus.com/pages/publications/85175442971

U2 - 10.1177/01626434231210987

DO - 10.1177/01626434231210987

M3 - Article

AN - SCOPUS:85175442971

SN - 0162-6434

VL - 39

SP - 320

EP - 338

JO - Journal of Special Education Technology

JF - Journal of Special Education Technology

IS - 3

ER -

Educational Technology to Support Written Expression: A Systematic Literature Review

Abstract

Scopus Subject Areas

Keywords

Access to Document

Other files and links

Cite this