Introduction Can educational technology enhance student interest in creative writing? When writing poetry with the use of educational technology, are students more apt to use conventional writing tools such as a thesaurus, encyclopedia or dictionary? Do students think that the use of educational technology, while writing poetry, has an impact on their creative ability? Consider This...

Purpose The purpose of this study was to see if a new web-site would have an effect on student interest and ability in writing poetry.

WHY ? Q. Why would such a study be necessary? A. The answers can be grouped into three basic categories: 1) Student Behavior 2) Student Interest 3) Student Performance

Student Use One of the major reasons we should determine the impact of technology on creative writing is the fact that student use of technological equipment has increased. Did you know that: * 15% of students have a web-enabled cell phone? * 35% have their own digital camera? * 62% have their own video game console? * 82% own or have frequent access to their own computer? With such a high percentage of students using technological products, it is easy to understand the goals of some prominent educators in our country. “ Dream how technology can not only improve education, but also transform what we think of as education.” Former U.S. Secretary of Education Rod Paige

Student Interest Student Interest in creative writing can often be seen by the teacher. Poems, songs, and raps written in spirals can sometimes be an indicator that a student enjoys creative writing. Other clues may include “underground” classroom novellas and frequently written long notes. Many students memorize and write the lyrics to their favorite songs, which were written by their favorite artists. All of these indicators may help motivate a student to consciously develop their own ability to write creatively!

Student Performance The need for better student performance could easily be seen by reviewing the ELA scores produced by 9 th, 10, and 11 th grade students. GradeMet StandardCommended 982%6% 1072%5% 1169%5% Observe how student performance decreased, as their actual grade level increased! Perhaps that is why the Texas Educational Agency presented the following process to increase student performance. 1. Examine each objective in light of student behavior. 2. Think about how to improve delivery of instruction so that student learning increases. 3. Ask probing questions. 4. Look at this years scores using next years standards. (The goal of the LAF web-site is to meet the request of step 2!)

Methodology To determine the impact of the web-site on student interest and ability in poetic writing, the following steps were performed: 1) Research and Development of Web-site This step began with an analytical assessment and outline of the goals for the web-site. After that information was gathered, additional steps could take place. These included obtaining a domain name, acquiring a web-host, and actually writing and editing the student web- site. 2) Acquisition of Student Volunteers The volunteers for the study had to have prior experience with computers as well as prior experience with creative writing. The volunteers also had to complete all of the required paperwork. Documentation was necessary to ensure that the students had parental/guardianship permission to participate in the study, work on the internet, and have their work published in various forms.

Methodology (Continued) 3) Student Completion of Pre-test Questionnaire The pre-test questionnaire was composed of 10 questions that focused on the students familiarity with computers and creative writing. Its purpose was to determine student interest and ability prior to using the web- site. 4) Student Completion of Web-site Activity and Assessment The web-site activity provided examples and opportunities for the student to write two forms of poetry. The assessment was a quiz that required the on-line research of several famous American poets. 5) Student Completion of Post-test Questionnaire The post-test questionnaire was also composed of 10 questions. Its primary purpose was to determine the students views after they used the web-site. 6) Computation of Student Scores All of the questionnaires, activities, and quizzes were scored for all of the volunteer students. 7) Preparation of Research Summary Finally, a summary of all of the information, was formed.

Results The results, of the web-site study, were grouped into three areas: 1)Pre-test Questionnaire Results 2)Activity and Assessment Results 3)Post-test Questionnaire Results

Pre-test Questions and Results 1.Do you have a personal computer in your home?100% yes 2.How often do you use a personal computer?50% very often, 25% often, 25% seldom 3.What do you use your personal computer for? 100% research, 75% communication, 75% hobbies, 75% homework, 50% games, 0% employment. 4.Of the items listed in #3. what do you use the computer for the most? 75% communication, 25% research. 5.Have you ever written poetry before?100% yes 6.If yes, do you enjoy writing poetry?50% yes, 50% no 7.How creative would you consider your writing to be? 50% a little creative, 25% very creative, 25% not creative. 8.Have you ever seen a poetry web-site before?100% no 9.Have you ever used a poetry web-site before?100% no 10.Rate the following learning tools in order of your preference. (1 is highest) 50% computers, 25% books, 25% overhead

Student Activities and Assessment Student Activities 100% completion Time: approx. 15 minutes Scores: 100, 100, 100, 80. Student Assessment 100% completion Time: approx. 15 minutes Scores: 100, 100, 75, 50

Post-Test Questions and Results 1.Was the web-site easy to use? 100% yes 2.How would you rate the attractiveness of the web-site?100% very attractive 3.Please describe what you like the most about the website. “graphics”, “pictures”, “eye-catching”, “instructions” 4.Please describe what you liked the least about the web-site.. “the number of questions, “no games”, “questions” 5.Would you look forward to using the web-site during school?100% yes 6.Would you look forward to using the web-site in your spare time?100%yes 7.How do you think the web-site affected your ability to write creatively? 75% positive effect, 25% no effect 8.Please explain your answer to # 7. “taught me to think out of the box”, “introduced me to new poetry”, “I think I just used it to write” 9.What features would you eliminate from the web-site? “some questions”, “amount of reading” 10.What features would you add to the web-site? “games”, “music”, “pictures”

Conclusion The web-site constructed can be used as an effective computer based learning tool for the purpose of introducing students to various forms of creative writing. As indicated by the survey results, students overwhelmingly (100%) would look forward to using the web-site during school, and 75% felt that the web-site had a positive effect on their ability to write creatively. As a result of the participants high assessment scores and positive Post- test Questionnaire results, the web-site will be recommended for enhanced use in the LaMar Consolidated Independent School District. To ensure the success of the web-site, volunteer suggestions, such as the addition of games and music, will be incorporated in accordance with the goals and objectives of the Texas Educational Agency.

Creative Writing with Educational Technology Virtual Poster Session Carol Chambers Benjamin MAT Student, Sacred Heart University *****Click Mouse to Proceed