Support writing through new technologies

Abstract

Communication technologies are heavily utilized in the lives of students: Prensky (2001) says that the constant exposure to technological resources lead’s today’s students to develop hypertext mind that are physiologically different from the minds of students from previous generations. He argues that today’s students are habituated to a graphic-first, multitasking way of getting information digitally that leads them to be frustrated with many of their teachers’ approach of instruction: teachers indeed are often unprepared to use new technologies in their teachings New technologies have changed also writing: digital writings are fluid, manipulated and easily allows the reorganization of working memory; it encourages interaction and the use of content, through the use of different modalities.
In that context it urges to reflect on pedagogical implications and elaborated didactics proposals: a production that involves different media could foster the
ability to communicate and their motivation. That means for teachers to accept
the challenge of new ways of expression. This article focuses on this research
problem, proposing the trends emerging from the experimentation of two didactic methodologies.