Open Access

Academic writing supported by digital templates in teacher training

  • Beatriz Figueroa Sandoval1Email author,
  • Mariana Aillon Neumann1 and
  • Andrés Fuentealba Urra2
International Journal of Educational Technology in Higher Education201411:11010018

DOI: 10.7238/rusc.v11i1.1665

Received: 15 November 2012

Accepted: 15 July 2013

Published: 15 January 2014

Abstract

This article describes the experience of creating and piloting a digital writing template in blended learning mode in order to optimise essay-writing strategies and to formalise hypertext use in academic literacy. The methodological intervention was applied to a sample of 32 students of General Elementary Education at the University of Concepción (UdeC), Chile. The results provide preliminary evidence to enable an understanding of the phenomenon of technology-supported academic production.

This study forms part of Chilean National Fund for Scientific and Technological Development (FONDECYT) project number 1110909 entitled “Alfabetización Académica: el hipertexto una herramienta para mejorar los aprendizajes en la formación de profesores” (Academic Literacy: hypertext, a tool for improving learning in teacher training), funded by the Chilean National Commission for Scientific and Technological Research (CONICYT).

Keywords

academic writing new technologies digital template teacher training