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Abstract

One consequence of the ongoing controversy on the implementation of digital tools in early writing instruction is a need to investigate the effect of different writing instruction tools such as pen(cil) and paper and tablet computers on early writing. The purpose of this pilot study is to develop a study design and a writing test to investigate the effect of writing instruction tool (tablet computer vs. pen and paper) and test format (digital vs. pen-and-paper) on early writing outcomes. For the writing test, our pilot study shows that pupils assessed by the digital test format wrote faster compared with those assessed by pen-and-paper format, independent of the writing instruction tool. Given the limitations of this pilot study in scope and its quasi-experimental nature, we provide some suggestions for the design of a larger scale study by taking into account the rapid development of the field of early writing instruction. Keywords

5. Conclusion and implications for a larger effect study

The aim of this pilot study was to develop a study design to investigate the impact of two different writing instruction tools embedded in writing instruction (tablet computer; pen and paper) and to pilot a writing test to measure the effect of these on early writing outcomes among third-graders. In general, from our experience, even with chosen schools from the same school district, we found differences between the two schools in terms of pupils’ home background (socio-demographic characteristics), in favor of School 2 (tablet computer). Building on our experience from this pilot study, in the concluding section, we will outline some suggestions for the development of a larger effect study (‘experiment’) by addressing first, the limitations related to the study design and second, the main limitations associated with the writing test. Third, by considering some of the incremental changes in the field of writing instruction we provide some suggestions in terms of scope for a larger scale effect study in the future.