An investigation into the microcomputer as an aid to teaching writing in the primary school

Abstract

Over the last few years the number of microcomputers being used in primary schools has increased quite rapidly. The increase has been encouraged by many projects and schemes, which have declared the microcomputer to be a powerful resource that can enhance teaching and learning. In particular, writing has been frequently identified as a curriculum area which could benefit. This thesis is an investigation into the potential of the microcomputer as a resource to aid the teaching of writing. The research involved teachers with children in the seven to eleven age range. The investigation began with a research programme, which involved fifteen teachers from different schools, who acted as case studies, and took part in a range of classroom microcomputer aided writing activities. The research included the monitoring of children's writing, classroom organisation, teaching methodologies, and the teachers' observations and opinions regarding the effectiveness of the microcomputer as a teaching aid. The majority of the teachers who took part felt positively that the use of the microcomputer had been advantageous to their teaching provision. However, the results did not show a great extent of support, or indicate the particular areas and activities where provision could be enhanced. One important finding which did emerge was how much the teachers' teaching aims, objectives and current practices were correlated to the way the microcomputer use was implemented and developed. With reference to this finding a second research programme was initiated. The second programme involved a further group of fifteen teachers who were based in the same school. The research included the monitoring of the teachers' knowledge and understanding of the teaching of writing, children's writing development, classroom organisation and methodologies, observations and opinions. The results from this second research programme indicated that the microcomputer could be a valuable classroom resource, but there were certain considerations for it to be used effectively. Teachers need to know and understand what they want to teach, and how it is best achieved. The development of the microcomputer use needs to be within clearly defined whole school curriculum intentions, and relevant approaches to curriculum provision. The findings carried significant implications for school in-service work, and each teacher's professional development.