Technology and Teaching Writing

Bibliographic Data

ID23748128
AuthorsInyoung (0000-0002-5360-2772, Iowa State University), Mahdi Duris (0000-0002-1569-1655, Iowa State University), Volker Hegelheimer (0000-0002-0406-9748, Iowa State University)
Year2026
Pages1-8
Publication date2026-03-26
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal1191.pub2
OpenAlexW7140777067
ISBN9781405198431
LanguageEN
References cited24

This entry examines the evolving relationship between technology and writing instruction, with particular emphasis on recent advancements in generative artificial intelligence (GenAI). It traces the historical development of writing technologies, including cloud‐based platforms, multimodal composition tools, and Automated Writing Evaluation (AWE) systems, highlighting their pedagogical implications. Special attention is given to the transformative impact of GenAI and its chat‐based interfaces like ChatGPT, which now support students across multiple stages of the writing process. These tools offer affordances for personalized feedback and process‐oriented writing instruction. At the same time, they raise critical questions about authorship, originality, and academic integrity, underscoring the importance of teacher training, equitable access, and student AI literacy. The entry outlines key challenges in adopting new technologies and emphasizes the need for transparent GenAI use, principled tool validation, and sustained professional development. It concludes by calling for pedagogical approaches that align technological innovation with core educational values and meaningful learning outcomes.

Academic writing · Affordance · Composition (language) · Generative grammar · Key (lock) · Professional writing · Transformative learning

Tools

Open DOILibgen