An English teacher wants students to improve
argumentative writing through a collaborative digital
platform. The tool permits shared drafting, comments,
version history, audio feedback and accessibility settings.
The teacher wants technology to support the learning
objective rather than become an end in itself.
Which instructional design is correct?

Question

An English teacher wants students to improve
argumentative writing through a collaborative digital
platform. The tool permits shared drafting, comments,
version history, audio feedback and accessibility settings.
The teacher wants technology to support the learning
objective rather than become an end in itself.
Which instructional design is correct? Alternativa A: Use the platform primarily to distribute instructions
and collect final texts, avoiding peer interaction that
might introduce inaccurate linguistic feedback.  Ou Alternativa B: Grade students mainly on the number of digital
functions they use so that technological proficiency
becomes the central evidence of successful language
learning. Ou Alternativa C: Require groups to create visually complex documents
and evaluate design originality independently of the
quality of argumentation or revision. Ou Alternativa D: Allow automatic correction tools to produce the final
versions so that students can concentrate on
submitting linguistically accurate texts.  Ou Alternativa E: Use shared drafting and version history to examine
revisions, provide criterion-based feedback and
support accessible participation in the writing
process.

Instituto de Apoio à Gestão Educacional · Accepted Answer

Alternativa [E] Use shared drafting and version history to examine
revisions, provide criterion-based feedback and
support accessible participation in the writing
process.

An English teacher wants students to improve argumentative ...

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