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This video introduces all the necessary digital writing tools required to carry out your writing on Mobile devices and Computer 

The study aimed to determine the difficulties and challenges experienced by the Library and Information Science students from Bulacan State University, Philippines, during the Pandemic. The respondents of the study are 92 students from the first batch of graduates. The study was done in the 2nd Semester of S.Y. 2020-2021. The study utilized a mixed-methods type of research. A validated survey questionnaire was sent to the respective students via messenger, and a focus group discussion was implemented via google meet. Descriptive statistical tools like frequency, percentage, and weighted mean were utilized. For the qualitative data, thematic analysis was applied. The study's results regarding the personal factors difficulties stated that all the respondents found difficulty in deciding the title of their thesis. Regarding socio-cultural, they are neutral; perhaps these students knew how to socialize with others. The linguistic indicators were found to have a low weighted mean. In terms of the challenges experienced by students, a lot of issues were raised. Furthermore, recommendations were submitted to the administrators to address further the problems.

Postsecondary international students who are also English language learners face a number of challenges when studying abroad and often are provided with services to support their learning. Though some research examines how institutions can support this population of students, few studies explore how technology is used to support language development and writing proficiency. This article reports on an exploratory study that examined the resources English language learners use to support their writing and the impact of the use of writing productivity software on writing proficiency. Data were collected using a survey, writing samples, and a focus group. Findings indicate students frequently use technological tools to enhance learning and that technology-based supports such as writing productivity software can complement face-to-face supports.

Some studies have reported the positive outcome of using concordancers and dictionaries in (ESL) context. This study aims to examine how an EFL writer consulted with concordancers and dictionaries along with Google and Google Scholar when engaging in academic writing at university level. The researcher investigated a non-English-major postgraduate student corpus consultation over five months. The researcher provided a toolkit including corpus tools; concordancers, collocation dictionaries, thesaurus, Google, in combination with traditional reference resources such as monolingual and bilingual online dictionaries. The participant received a three-session training to consult with different resources while writing research paper. Real-time data, stimulated recall interview, participants' writing and query logs served as the main sources of data. Results showed that the participant was aware of the applicability of each corpus tool. He could successfully solve 604 linguistic problems, and promoted his linguistic awareness. It is implied that corpus tools have the potential to assist EFL writers in proofreading and editing the surface levels of their writing.

Some studies have reported the positive outcome of using concordancers and dictionaries in (ESL) context. This study aims to examine how an EFL writer consulted with concordancers and dictionaries along with Google and Google Scholar when engaging in academic writing at university level. The researcher investigated a non-English-major postgraduate student corpus consultation over five months. The researcher provided a toolkit including corpus tools; concordancers, collocation dictionaries, thesaurus, Google, in combination with traditional reference resources such as monolingual and bilingual online dictionaries. The participant received a three-session training to consult with different resources while writing research paper. Real-time data, stimulated recall interview, participants' writing and query logs served as the main sources of data. Results showed that the participant was aware of the applicability of each corpus tool. He could successfully solve 604 linguistic problems, and promoted his linguistic awareness. It is implied that corpus tools have the potential to assist EFL writers in proofreading and editing the surface levels of their writing.

A number of studies have suggested the potentials of corpus tools in vocabulary learning. However, there are still some concerns. Corpus tools might be too complicated to use; example sentences retrieved from corpus tools might be too difficult to understand; processing large number of sample sentences could be challenging and time-consuming; also, not all English as a Foreign Language (EFL) learners know how to induct and deduct information from the concordance lines. So far, not much is known regarding how EFL writers actually perceive such tools as writing aids. To better understand this question, building on the same data set as the one published in 2015 (Lai & Chen, 2015), this study investigated students' perceptions of corpus tools right after they applied such tools to three writing tasks. Four online corpus tools, including monolingual and bilingual concordancers and collocation retrieval systems were provided along with two online dictionaries. After tool-training sections, students performed three timed-writing tasks online in three consecutive months and received individual recall interviews after each writing task. The interviews served as the major source of data. The analysis of the qualitative interview data revealed how the students perceived (1) the corpus tools as writing references, (2) the roles of the authentic example sentences, (3) the bilingual feature of the corpus tools, (4) the presentation of the corpus results, and (5) the features of the collocation retrieval system. Overall, the 14 students greatly valued corpus tools as writing references. The data also revealed how consulting the corpus helped the students to increase their confidence in writing, particularly in terms of wording. By eliciting students' perceptions and comments right after they integrated these tools into their writing tasks, the results obtained revealed not just writer perceptions but also on-site empirical data regarding how corpus tools contribute to EFL writing. [For full proceedings, see ED564162.]

With the rapid development of world and technology, English learning has become more important. Teachers frequently use teacher-centered pedagogy that leads to lack of interaction with students. This paper aims to investigate the advantages and disadvantages of integrating social networking tools into ESL writing classroom and discuss the ways to plan activities by integrating social networking services (SNSs) into the classroom. Data was collected through an online discussion board from TESL students in a state university in Malaysia. The findings revealed that integrating social networking services in ESL writing classroom could help to broaden students' knowledge, increase their motivation and build confidence in learning ESL writing. The students' difficulties for concentrating on the materials when they use computer, lack of enough equipment as well as access to internet, and teachers' insufficient time to interact with the students were regarded as the main disadvantages of integrating social networking tools into ESL writing classes. Therefore, in this new technological era, it is essential for students and teachers to be equipped with technical skills to be competent for life-long learning and teaching. More studies are needed to explore the teachers' and students' attitudes towards using ICT in ESL/EFL contexts. Future quantitative and qualitative studies with more participants are needed to provide deeper insight.

Reflection is a metacognitive activity which involves analysis and understanding of an event and subsequently applying any learning experience to future events. In medical education this proves to be an important learning concept and therefore has been incorporated into practice in many undergraduate and post-graduate programs around the world. While reflective writing itself has gained momentum, there is still ambiguity over tools that can be used to assess these reflections and provide adequate feedback. Therefore, the aim of this systematic review is to evaluate the reliability of different tools that assess reflective writing and their applicability on different students across the globe.

Click here to view the University of Florida catalog record

Click here to view the University of Florida catalog record

Click here to view the University of Florida catalog record

Click here to view the University of Florida catalog record

Click here to view the University of Florida catalog record

https://macmost.com/e-2450 If you use your Mac to write, then here are some tools that can help, including ways to outline, keep notes, check spelling, look up words, collaborate, and much more.

This study investigated L2 learners' perception changes at each stage of online collaborative writing. Previous studies revealed the familiarity of L2 collaborative learning with Information and Communication Technology (ICT), whereas few described at which stage of the learning process L2 learners' perceptions change. Therefore, this study examines how the learners' attitudes and perceptions change at certain phases of collaborative learning and whether these changes affect the success or failure of their L2 collaborative learning. This study analyzed two questionnaire surveys before and after the learning activity, observed the collaborative learning processes via visualization tools, and conducted semi-structured interviews for participants to reflect on their learning processes and perceptions of collaborative writing. The mixed research analyses demonstrate that advancing a particular stage leads to the learners' linguistic awareness and the shift of their attitudes more positively. The findings show the factors and stages determining the success of L2 online collaborative learning. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Due to the advances of artificial intelligence (AI) and natural language processing, new AI-powered writing tools have emerged. They can be used by students among other things for text translation, to improve spelling or to generate new texts. In academic writing, AI-powered writing tools are posing challenges but also opportunities for teaching and learning. It is an open question in which way to sensibly deal with these tools. To address the issue, this paper investigates, what interests different stakeholders (students, lecturers, university administration) pursue in relation to AI-powered writing tools. Building on this, tensions between different stakeholders are identified and (teaching) strategies proposed to deal with these tensions. To discuss the findings in light of recent developments around ChatGPT, semi-structured expert interviews were conducted in April 2023 with five academic writing lecturers at the University of St. Gallen. The results suggest that as writing tools become more and more powerful, the need for strategies to ensure their reasonable and transparent use also increases. [For the full proceedings, see ED636095.]

This final report discusses the outcomes of a 3-year project that studied the effectiveness of word processing tools in improving the literacy skills of students with learning disabilities in grades 4-12. In Year 1 (1994-95), four text entry strategies were compared in 132 students with learning disabilities: keyboarding instruction, alternative keyboards, word prediction, and word prediction with speech synthesizers. The Year 2 study (1995-96), investigated the effects of two types of text editing tools, such as spelling and grammar aids with and without speech synthesis, in 106 students with learning disabilities. The Year 3 study (1996-97), investigated speech synthesis under three conditions in 103 students with learning disabilities: when available at all times versus when available only during the text entry or the editing/revising stages of writing. Results of the studies found: (1) that word processing had the most impact upon the accuracy of students' writing; (2) word prediction was the most promising strategy for improving the text entry speed; (3) spell checks were effective editing tools, although grammar checkers were not, and spell checks had a more positive effect on students' writing quality and accuracy than synthesized speech. (Contains 35 references.) (CR)

Designed to help teachers, grade six through high school, overcome misgivings about computers for writing and make the most of the new technology, this book offers answers to an urgent question in language arts: how can computers be woven into the human fabric of a writing workshop? The book is based on a five-year study of computers for writing in actual school settings and presents what skilled teachers know about using computers to enhance the teaching of writing in the less than perfect conditions of ordinary classrooms. The book describes classroom environments called "Writing Lands" where computers enhance a process approach to teaching writing and makes the point that what students do with any writing tool depends less on the power of the technology than on the power of the teacher. The book also shows how teachers in the vanguard are using computers to foster collaborative writing and teacher-student dialogue, and explains how these teachers cope with the knotty practical questions computers pose in the average school. The book concludes by discussing how to design computer-equipped schools for quality writing instruction, how to choose appropriate hardware and software, and how schoolwide team leadership can support the teaching of writing. The book is organized in five major sections: (1) Portraits of Student Writers; (2) The Key Variable--Good Teaching; (3) Designing WritingLands; (4) Who Rules a WritingLand? and (5) Explorations. An appendix noting contributors to the action research and a bibliography of 113 titles conclude the book. (SR)

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This article "Writing Tools for Web Pages" by Steve Rosenthal gives an overview of HTML writing tools in 1995. It comes from New Media magazine, October 1995. It covers: - Hot Dog 1.0024 - HoTMetaL 2.0 - HoTMetaL 2.0 - HTML Pro 1.08 - HTML Web Weaver 2.5.2 - Internet Assistant 1.07 - NaviPress beta - Web Author 1.0

Resume writing tips - Tools Academy for Career Excellence

Catalog for exhibition organized by Robert Riley and Marita Sturken for the San Francisco Museum of Modern Art (February 2 - March 31, 1996). Catalog Editor: Marita Sturken. Reading the Tools, Writing the Image by Maureen Turim and Scott Nygren. During the 1970s, Steina and Woody Vasulka helped shape the parameters of video art. The founded The Kitchen as an intermedia exhibition space, contextualized video in relation to electronic music and performance art, and played a leading role in the development of synthesized video. These innovations placed the Vasulkas among those who seem to have created video as a field by pioneering its institutions and orienting its projects. Paragraphs: Writing the Image, Reading the Tools, Rethinking Machine Logic, Perceptual-Cognitive Cycles, The Mirror, The Panopticon, and Multiplicity, Meta-Art Projects, Machine Gender, and Notes. pp. 49-64.

Few teachers receive adequate preparation to provide effective individualized instruction for children with intensive early writing needs. In this article, the authors describe an attempt to close this learning gap, by developing Data-Based Instruction-Tools, Learning, and Collaborative Support (DBI-TLC), a comprehensive professional development (PD) system that provides tools, learning opportunities, and ongoing collaborative supports for teachers to implement DBI in early writing. They describe the theoretical framework that has guided this work, the teacher population with whom they worked, their approach to assessing important teacher outcomes, and their development process. They highlight key findings that align with their theory of change, and discuss implications for further research and teacher preparation. [This article was published in "Teacher Education and Special Education" (EJ1176448).]

A study examined whether word processing amplifies writing performance and whether it restructures the process of writing. Sixteen college students wrote a short essay in a single session on either a word processor or in longhand. The quality of the essays was assessed by trained judges who rated their content and style. Text analysis methods were also employed to corroborate the subjective ratings. Writing fluency was measured in terms of words produced per minute of composing time. Changes in the organization of cognitive processing were studied by measuring the degree of cognitive effort and processing time associated with specific writing processes. Findings suggested that word processing restructured writing processes, but failed to amplify writing performance. Most importantly, results indicated that the pattern of allocating cognitive effort to writing processes interacted with the type of writing tool. Whereas effort was distributed about equally to planning, translating, and reviewing when writing longhand, a different pattern was seen on the word processor. Planning and reviewing consumed the most effort, and translating the least. Processing time, in contrast to cognitive effort, failed to show any interaction between writing tool and process. (Nine figures of data are included; 18 references are attached.) (KEH)

The paper examines various reading and writing activities/exercises given in the English textbooks prescribed for the students studying intermediate in the select colleges of the two states of Andhra Pradesh and Telangana. The paper also reviews the familiarity of students and teachers with the available web based resources and tools that aid in participatory and collaborative online learning process. As part of the study student and teacher questionnaires were administered to I and II year Intermediate students of select private junior colleges. Further, tasks have been designed for reading and writing activities in order to enable the use of digital tools. Later, qualitative data from focus- group interviews was used to analyze the efficacy of digital tools and web based resources in enhancing reading and writing skills. Finally, the paper suggests potential online resources like websites and digital tools for enhancing the reading and writing skills of students that foster the process of teaching/ learning ESL.

ESL/EFL Anxiety has been reported as one of the foremost factors affecting ESL learners' performance. Hence, identifying methods to assist language learners to alleviate their ESL anxiety deserve to be considered by the educators. This study compared the effect of dialogue journal writing (DJW) through two different modes of learning and teaching: conventional (using pen and paper or Microsoft Word) and online (using e-mail) on the writing anxiety. Forty-two students from an intact class undergoing the TESL program participated in the study. After going through seven weeks where students wrote their dialogue journals (using two different tools) in dyadic groups, pre and posttest writing anxiety questionnaire (Second Language Writing Anxiety Inventory) showed statistically no significant difference between groups in terms of writing anxiety, however mean scores revealed that e-mail group's writing anxiety have been alleviated greater than their counterparts in conventional group. It shows e-mail has potential in assisting students in lowering their anxiety towards writing.

Robby speaks with Ana Nelson, a software developer, writer, improv performer, and creator of Dexy - an open-source tool for writing any kind of technical document that incorporates code.

Abstract Writing a thesis or a research proposal poses enormous challenges especially in these times of information superabundance. In addition, the positive side is that we have a lot of information to use during our research. The other phenomenon to take into consideration is the misinformation and how it could affect our research. Again, we can overcome this difficulty by applying structured research methods. The methodology proposed here starts with understanding the research problem applying the systemic thinking; then looking for information with mapping studies; evaluating the publications obtained with information quality tools; testing multiple hypothesis at the same time; and finally, if needed preparing a Gantt chart to plan the research. All these methodologies when together highlight the positive side of the synergies while minimize the impact of the cognitive bias.  The aim of the study:  to describe the importance of having a structured tool to write a thesis or setting up a research project. The proposal presented here is a problem-solving course that includes five methodologies: systems theory, mapping studies, information quality, and competing hypothesis, plus the Gantt chart. When they are used in sequence, it is possible to obtain outstanding results and also the process is auditable in its whole extension.

Abstract Writing a thesis or a research proposal poses enormous challenges especially in these times of information superabundance. In addition, the positive side is that we have a lot of information to use during our research. The other phenomenon to take into consideration is the misinformation and how it could affect our research. Again, we can overcome this difficulty by applying structured research methods. The methodology proposed here starts with understanding the research problem applying the systemic thinking; then looking for information with mapping studies; evaluating the publications obtained with information quality tools; testing multiple hypothesis at the same time; and finally, if needed preparing a Gantt chart to plan the research. All these methodologies when together highlight the positive side of the synergies while minimize the impact of the cognitive bias.  The aim of the study:  to describe the importance of having a structured tool to write a thesis or setting up a research project. The proposal presented here is a problem-solving course that includes five methodologies: systems theory, mapping studies, information quality, and competing hypothesis, plus the Gantt chart. When they are used in sequence, it is possible to obtain outstanding results and also the process is auditable in its whole extension.

MECC T629 Teaching Writing with a Computer Tools and Strategies v1.0

MECC T629 Teaching Writing with a Computer Tools and Strategies v1.0

MECC T629 Teaching Writing with a Computer Tools and Strategies v1.0

This book offers systematic instruction and evidence-based guidance to academic authors. It demystifies scholarly writing and helps build both confidence and skill in aspiring and experienced authors. The first part of the book focuses on the author’s role, writing’s risks and rewards, practical strategies for improving writing, and ethical issues. Part Two focuses on the most common writing tasks: conference proposals, practical articles, research articles, and books. Each chapter is replete with specific examples, templates to generate a first draft, and checklists or rubrics for self-evaluation. The final section of the book counsels graduate students and professors on selecting the most promising projects; generating multiple related, yet distinctive, publications from the same body of work; and using writing as a tool for professional development. Written by a team that represents outstanding teaching, award-winning writing, and extensive editorial experience, the book leads teacher/scholar/authors to replace the old “publish or perish” dictum with a different, growth-seeking orientation: publish and flourish.   

Each researcher should have a full shelf---physical or virtual---of books on writing and editing prose. Though we make no claim to any special degree of expertise, we recently edited a book of complexity theory surveys (Complexity Theory Retrospective II, Springer-Verlag, 1997), and in doing so we were brought into particularly close contact with the subject of this article, and with a number of the excellent resources available to writers and editors. In this article, we list some of these resources, and we also relate some of the adventures we had as our book moved from concept to reality.

Get your curious kids all the tools they need at a very young age with our Magic Practice Copybook! A book that will have your children make huge progress in their reading and writing! https://t.co/QGSWcPRLnd Source: https://twitter.com/jenniferatank99/status/1366656516556689410 Uploader: Jennifer

Kristy Anderson s Writing Tools dumped with WikiTeam tools.

Nowadays, many computer programs are used in the teaching of writing in the context of English as a foreign language (EFL). One of the functions of the computer programs is to provide feedback to EFL students’ writing so that the quality of their writing can be improved. This study aimed to investigate whether the use of free automated writing evaluation (AWE) tools affect undergraduate EFL students’ writing skills. In this experimental study, 35 Indonesian undergraduate students of English education department were asked to use two AWE tools, Grammarly and Grammark, in the writing course over four months. Data for this study were collected by using tests and questionnaire. Pre-test, middle test, and post-test were administered to examine the students’ writing skill improvement. The findings indicate that the sequenced use of two AWE tools, Grammarly followed by Grammark, had a beneficial effect on students’ writing skill improvement. This study confirms the benefits of free AWE tools in enhancing EFL students’ writing skills.

Online Writing Tools dumped with WikiTeam tools.

VCD Writing Tools For windows 3.1/95/NT 3.5/98/Windows 2000/ Not Working on Windows XP because 16 bit error

VCD Writing Tools For windows 3.1/95/NT 3.5/98/Windows 2000/ Not Working on Windows XP because 16 bit error

Get your curious kids all the tools they need at a very young age with our Magic Practice Copybook! A book that will have your children make huge progress in their reading and writing! https://t.co/ZCrFkO70gH Source: https://twitter.com/jenniferatank99/status/1382958738584203266 Uploader: Jennifer

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T 629 teaching Writing with a Computer Tools and Strategies (1987)(MECC)(v1.0)

Assistive Technology Tools that Support Students with Reading and Writing Accommodations - Part 1 During this 3-part series, we will review: accessibility tools (Part 1), text-to-speech tools (Part 2), and speech to text and word prediction (Part 3). Presented by MCPS’s High Incidence Accessible Technology team. Recommended for families of elementary and secondary students with disabilities. Learn more about the MCPS Parent Academy To Go series: https://www.montgomeryschoolsmd.org/departments/parentacademy/ View more videos from our playlist: https://www.youtube.com/playlist?list=PLkZwAghwrSytl9ETg9zDod7TQEcY9GUAL

Assistive Technology Tools that Support Students with Reading and Writing Accommodations - Part 1 During this 3-part series, we will review: accessibility tools (Part 1), text-to-speech tools (Part 2), and speech to text and word prediction (Part 3). Presented by MCPS’s High Incidence Accessible Technology team. Recommended for families of elementary and secondary students with disabilities. Learn more about the MCPS Parent Academy To Go series: https://www.montgomeryschoolsmd.org/departments/parentacademy/ View more videos from our playlist: https://www.youtube.com/playlist?list=PLkZwAghwrSytl9ETg9zDod7TQEcY9GUAL

This packet is concerned with the problem of choosing and writing educational goals and objectives and the determination of goal achievement with emphasis on: (a) the determining valid goals and objectives; (b) stating goals and objectives in terms that are measurable; and (c) measuring the achievement of goals and objectives. Section one reviews making an assessment of needs and selecting those needs relevant to the school. Section two aids in classifying educational objectives and stating them in measurable terms, while section three reviews relating content, objectives, and test items and selecting evaluative instruments. (MJM)

TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally and linguistically diverse middle school students. Forty-six students in two classrooms that included general and special education students participated in a 12-week intervention during which they wrote multiple science reports. Students used the multimodal features of a productivity software (PowerPoint) to organize pictures and headings, take notes on a cognitive map, type in text, and record their voices narrating what they had written. This mixed methods study utilized pre-post tests and curriculum-based measures to examine quantitative changes. Qualitative measures included surveys and focus groups. Pre-post test results showed that students scored significantly higher on two Woodcock Johnson III subtests (Writing Fluency and Writing Samples) though no significant change was noted on the Editing subtest. Teachers rated the intervention as relevant, useful, and high quality; they reported continued use of the same protocol at a 1-year follow-up.

This study examined whether or not fourth-graders could fully demonstrate their writing skills on the computer and factors associated with their performance on the National Assessment of Educational Progress (NAEP) computer-based writing assessment. The results suggest that high-performing fourth-graders (those who scored in the upper 20 percent in the computer- and paper-based writing assessments on the NAEP) write better on the computer than on paper and can fully demonstrate their writing proficiency in a computer-based assessment. There are, however, indications that low-performing fourth-graders (i.e., those in the bottom 20 percent) and middle-performing fourth-graders (representing the middle 60 percent) may have performed less well on the computer than on paper. This suggests a potential differential effect of writing on the computer on writing performance that might have contributed to the widened achievement gap between high- and non-high-performing (i.e., low- and middle-performing) students in the 2012 computer-based pilot assessment, compared to the 2010 paper-based pilot assessment. Unequal prior exposure to writing on the computer and preference for mode of writing (paper vs. computer) appear to be associated with this widening of the achievement gap. For example, about 94 percent of high-performing students in 2012 reported having access to the Internet at home, compared to about half (52 percent) of low-performing students. The score difference between those with access to the Internet at home and those without was substantive, with an effect size of 0.87. The statistics presented in this report are estimates based on a NAEP pilot assessment conducted with a nationally representative sample of 10,400 grade 4 students. As a pilot assessment, the sample was not adjusted to account for nonresponse bias. As a result, the sample may not completely represent the grade 4 population. The following are appended: (1) Exact text of questions in the 2012 NAEP Writing Contextual Questionnaires; (2) Tables; (3) Tables for Chapter 3; (3) Tables for Chapter 4; (4) Tables for Chapter 5; and (5) Figures. [The American Institutes for Research provided technical and editorial services.]

This collection of materials describes different types of computer applications and software that can help students with disabilities. It contains information on: (1) Easy Access, a feature of the systems software on every Macintosh computer that allows use of the keypad instead of the mouse, options for slow keys, and options for sticky keys; (2) CloseView, a software program that magnifies the screen display from 2 to 16 times; (3) the Laser PC4 laptop, a diskless laptop computer containing 2 megabytes of built-in programs and 128K of RAM to store all created files; (4) AlphaSmart, an inexpensive keyboard that allows students to enter and edit text and then transfer it to a Macintosh computer for formatting and printing; (5) six different types of word prediction software; (6) assistive technology for notetaking; (7) how portable keyboards help students; (8) writing tools; (9) word prediction word processing; (10) software tools to assist spelling, grammar, and outlining; (11) talking word processors; (12) multimedia software; (13) cognitive assistance; (14) instructional software; and (15) computer software for developing future skills. A list of resources for obtaining referenced tools is provided. (CR)

Podcast su articolo di Marco Guastavigna sulla scrittura su supporto flessibile