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It is now understood that computers cannot teach novice writers how to think, plan, or revise nor can they magically transform inexperienced writers into proficient writersor replace teachers' roles in providing instruction and feedback. Nonetheless, computers can make many dimensions of the writing process easier, rendering writing more enjoyable, improving student attitudes, and reducing anxiety about writing, particuarly among ESL writers.

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Advantages of using Technology in writing 

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Advantages of using Technology in writing 

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1. Greater consciousness of writing as process.

2. Increased writing quantity.

3. Increased collaboration (teacher-student and student- student) in the computer writing lab.

4. Greater motivation because writing is easier, more interesting, and more enjoyable

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Disadvantages of using Technology in writing 

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Disadvantages of using Technology in writing 

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1. Increased anxiety due to lack of familiarity with hardware or software.

2. Unequal or limited student access to computers.

3. Limited student typing and/or word processing abilities.

4. Increased student focus on surface features of texts because corrections are so easy

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What is Technology? - with some of its Advantages and Disadvantages to society

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Effects on the Writing Process: Planning, Revision, Collaboration

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Effects on the Writing Process: Planning, Revision, Collaboration

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Word processing leads to more extensive and effective revisions. Such studies presuppose, of course, that computers naturally facilitate revision because word processors make the mechanics of text changes so much easier.

Pennington (2003) suggested that students' surface-level editing also may be facilitated by computer use, because only small portions of text are visible on the screen at any given moment.

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Studies of L2 writers have consistently indicated that students spend more time writing and produce longer texts when using a computer, and in most studies of L2 text quality, "longer" nearly always significantly correlates with "better" (in terms of quality ratings)

Teachers need to communicate their values to students carefully so that the medium does not overshadow the message. Similarly, teachers must ensure that students do not spend so much time on ancillary issues (hypertext, Internet applications, illustrations, and so on) that they do not produce good quality writing

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It appears that ESL writers in particular reap tremendous affective benefits from word processing. Specifically, students' attitudes toward, and motivations for writing in English appear to benefit from computer use. Moreover, their anxieties appear to decrease because computers reduce the fear of errors and worries about legibility (Phinney, 1989).

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• The time spent writing in a computer lab can greatly decrease the proportion of teacher-fronted instructional time.

• More one-on-one time between teacher and students is possible in the computer lab.

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Computers as a Supplement to Classroom Instruction

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Computers as a Supplement to Classroom Instruction

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• Requiring use of the Internet for research for assigned writing projects

• Giving students feedback via e-mail

• Requiring students to give and receive peer feedback online.

• Sending students to appropriate Web sites for extra instruction and practice exercises.

• Encouraging or requiring students to participate in a class discussion list or newsgroup or to participate in chats designed for ESL students.

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Response to Student Writing in Computer-Mediated Environments

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Response to Student Writing in Computer-Mediated Environments

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* Teachers can insert comments directly into student texts that have been e-mailed to them as attached word-processing files,using different color fonts and highlighters to call students' attention to specific passages.

* Teachers and students can engage in an interactive dialogue by posing and responding to questions inserted into the student's text.

* Teachers can train and require students to use the "Track Changes" feature available in word processing applications as they compose and revise.

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A potential abuse of computer-assisted writing involves cheating and plagiarism. Writing teachers often complain about student paper networks for essays, term papers, and other projects. Assuming that such networks exist, they become even more problematic when papers can be quickly copied from a floppy disk, hard drive, or CD-ROM, then e-mailed from one student to another or downloaded from Internet "term paper mills." The student can easily make a few changes and print the paper for submission.

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Top 13 Bad Effects of Modern Technology for Students in Education By Tech Stonz

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Collaboration and Presentation Tools:

1. Blogs. The use of blogs can be of benefit in writing instruction when utilized as multimodal presentation tools, and their instant publication allows creators to edit and revise content easily.

2. Fan sites and social media pages.Their use can support writing instruction by facilitating students’ engagement with the material and providing a space for them to post testimonials, favorite quotes, and new narratives, which can be additional or related stories involving the same characters as in the original.

3. Online collaborative writing and storing tools. The use of Google Docs is also frequently cited in the literature as it affords online collaboration in writing and revising documents, as well as storage. This type of collaborative technology, which allows simultaneous editing, enables students to negotiate meaning as they work together to write documents online.

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1. ePortfolios. These digital, multimodal versions of traditional paper-based portfolios, on which users can display artifacts representing their schoolwork, are increasingly growing in popularity. Because they are digital, ePortfolios afford instant publication and revision opportunities.

2. Podcast: While creating their scripts for recording the podcasts, students are utilizing key writing skills for an authentic audience, which can be motivating to learners

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1. Automated writing evaluation (AWE) tools: AWE tools are the most pervasive evaluation and feedback instruments found in the literature. There are several free and commercially available AWE tools, including Grammarly.

2. Annotation tools: Screenchomp is suggested for recording and annotating, functioning like notes you would make on a whiteboard.

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1. Mind maps and graphic organizers: Popplet is the most widely cited tool found in the literature. It allows users to create mind maps, timelines, graphic organizers, and many other ways in which to visually organize information.

2. Online storyboard: Another excellent tool for the creation of digital outlines of narratives is the use of online storyboards such as StoryboardThat and Storyboard Pro.

3. Organization and notetaking tools: Corkulous and Padlet can help students’ writing by providing them with tools for notetaking, organization, multimedia, collaborative brainstorming, and editig.