دانلود رایگان مقاله تاثیر دستگاه دیجیتال در مقابل قلم و کاغذ در مهارت نوشتن دانش آموزان مدارس ابتدایی

Abstract

In the light of the continuing digital revolution in education and learning in general, and in literacy instruction in particular, the purpose of this review is to assess the emerging literature on such digital writing tools as computers and tablets compared with traditional writing tools like pen(cil) and paper, on early writing outcomes among first writers. We limited our review to studies published in international peer-reviewed journals during the last decade, within different theoretical perspectives. We identified a relatively small number of studies that can be categorized, as qualitative studies applying a case study design or within-subject design, and as quantitative studies, either quasi-experimental or cohort studies. These studies can be located within three research perspectives: 1) cognitive psychology, 2) neuroscience and learning and 3) socio-cultural theoretical perspective. While findings across the three perspectives were inconsistent, they were rather consistent within each perspective. While studies with a cognitive psychological and those with neuroscience and learning perspective point in favor of handwriting, studies with a socio-cultural perspective rather point in favor of digital writing. The studies that used a cognitive psychology and neuroscience and learning approach applied quasi-experimental or cohort designs, while studies based on a socio-cultural perspective mainly were qualitative. When analyzing the studies regarding methodological quality we found three flaws: small sample size (of quantitative studies); a lack of nesting effects; and inadequately controlling for experience for early writing. Facing an interdisciplinary research topic in rapid development, we provide some implications for further research, and suggestions in particular in terms of methodological challenges.

6. Conclusion and implications for further studies

As demonstrated in this review, the benefits of replacing handwriting by typing in early writing instruction lack consistent evidence. On the one side, earlier published studies, mostly within the field of cognitive psychology, show an advantage in using traditional writing tools like pen and paper compared with typing in early writing instruction (Connelly et al., 2007; Crook & Bennett, 2007), which might be due to children receiving more handwriting instruction than typing instruction in early years. On the other side, studies published more recently are either inconclusive in their results (Ouellette & Tims, 2014), or, if belonging to a socio-cultural theoretical tradition (Genlott & Gronlund, 2013 € ) or New Literacy Studies (Hultin & Westman, 2013), their results point in the opposite direction, in favor of digital writing tools, for early writing instruction. To provide another example for older students, The Nations Report Card (NCES 2012) has shown that students in eight-grade using computers to draft and revise their writing score higher on standardized evaluations assessed with criteria that mostly reflect traditional literacy standards. When reviewing a small number of studies across different theoretical traditions, we elicited one interesting finding in the study of Berninger et al. (2009) that might be the basis for developing further and more specific research questions: Comparing handwriting and typing across different age groups and for different levels of language (alphabet writing, sentence composing and essay writing) Berninger et al. (2009) found that students in elementary school, independent of age, wrote more letters automatically by keyboard, while they wrote longer essays by pen.