On writing in the digital age
Part 3 in a series on the teaching of writing in Australia
The research on hand-writing as a tool for enhancing learning has been widely accepted for a few years now. I work in a school where we place a huge emphasis on hand-writing. We are all working towards a high stakes final examination that’s not about to go online any time soon. If COVID-19 has taught us anything, it has shown us the gross inequities in access to broadband and functional hardware in Australia. But in my previous role, the emphasis was very much on digital tools, collaboration and presentation. So instead of having a firm opinion, I find myself sitting on the fence.
This research presented in the AERO literature review on the teaching of writing in Australia has just added to my uncertainty. The report states:
Meta-analyses examining effective writing instruction in primary and secondary contexts have found that allowing students to use word processing tools positively impacts writing quality, with effect sizes of 0.47 and 0.55 respectively (Graham et al. 2012b; Graham and Perin 2007a). Students who use word processing as the primary mode of composing tend to be better at conveying thoughts and ideas than students who use handwriting as their primary mode of composing (ES=0.50) (Graham and Perin 2007b). Additionally, writing electronically on assessments improves the quality of students’ writing (ES=0.54) (Graham et al. 2011).
This fits with my view about the misguided assessment of senior writing in examination settings, with no preparation or planning, as being inauthentic and counterproductive. The world of 2022 is one in which we draft, review and edit, and we have the benefit of digital tools for playing creatively with syntax, grammar and diction. Perhaps expert writers can get their most eloquent thoughts out onto paper in near-perfect form without these tools, but children do need to experiment and refine without the clumsiness of pencil and eraser.
When I think about the editing process with pen and paper, I recollect the sizeable chunks of writing in examination scripts that students need to strike through when they lose their train of thought or amble into a poorly constructed sentence. Without the efficiency of a keyboard, they find it difficult to write their way out of problems. I do believe we can create expert writers using pen and paper, but if only to complete a single set of examinations, then are we doing them a disservice? Side note: yes, there are some paper examinations in universities but these are becoming increasingly rare with lockdown browsers and the like.
While I have never believed that education should be solely in the service of the capitalist machine, I do think that being workplace ready, namely ready to draft, pitch and present, is really valuable. I noted the report’s mention of the teaching of typing and my immediate thought was, “Not another thing for English teachers to do.” We place a huge emphasis on 21st century skills in the Australian Curriculum, but like cross-curricular literacy, it’s at once everywhere and nowhere (except in English of course).
Teachers are increasingly responsible for all of the little homeless ‘essentials’ that individual syllabi don’t scoop up or prescribe. I’m starting to wonder whether the ongoing curriculum reviews should actually be radical rethinks, re-imaginings and re-envisionings of what and how we teach. I’m not usually prone to radical thinking, but the more I know, the more I think that fresh eyes on the work teachers do is needed and the curriculum is a great place to start.