Date of Award

Spring 5-17-2014

Degree Type


Degree Name

Master of Science in Education (MSEd)


Education and Human Development

First Advisor

Thomas Giblin


This project focuses on the negative impacts of technology and updated technological programs on students’ writing skills. Research proves that students are overly reliant on these devices, which is ultimately causing them to write in a careless manner and fulfill the bare minimum of what is required. Students today do not value the writing process, and simply do not understand why it is essential for their future endeavors. However, these attitudes and perceptions on writing, combined with an overuse of technology, are putting our students at a serious disadvantage, as they are ill-equipped for the challenges encountered in college and within career settings. It is apparent that change needs to occur now more than ever so students can enter the world of academia and career professionalism through a clear and thought-provoking lens with the ability to communicate effectively through writing.

Through the newly developed and implemented Common Core Learning Standards, it is a national mandate for teachers to prepare students to write well and to meet and/or exceed the expectations present in college and career settings. Within this project, there are mini-units comprised of engaging Common Core lesson plans that are intended for grades sixth through twelfth and are centered on the differences between informal and formal writing, claim writing, and textual evidence writing. It is through these continued and practiced teachings that students can meet the rising expectations in the academic and professional realms of society. As the research validates the decline in students’ writing and lack of preparation for college and career success, it is crucial that educators today abide by the Common Core Learning Standards in order to help students write with precision and efficiency in combination with independence from technological tools.