Module 3 – Word Processing – Simply Start and Start Simply

We are asked in Module 3 to consider a number of questions about the use of word processing.

Roblyer & Doering (2014, pp.135-136) present the results of a number of meta-analyses of research (Hawisher, 1989; Snyder, 1993; Bangert-Drowns, 1993; Golldberg, Russell & Cook, 2003) and subsequent research findings by Dave & Russell (2010) that point to generally positive educational effects of the use of word processing.

Gary Hopkins, the Editor of the online publication, Education World (www.educationworld.com), in his article, Word Processing in Primary Grades (2005, May 27) encourages primary teachers to start teaching word processing and provides a number of strategies with an emphasis on starting simply.

Kosikowski (2014) encourages teaching students to learn keyboarding skills to enhance their processing skills and indicates that children who take keyboarding skills courses make significant progress. Kosikowski is however conflicted by her interest in promoting keyboarding skills software and courses.

We are asked whether excessive use of word processing may lead to a deterioration of handwriting skills. Nguyen (2017) notes that many teachers have dropped cursive writing and penmanship from curricula but also notes that some studies have shown cursive writing can enhance learning and brain development and that there is still some cultural demand for cursive writing.  Handwriting is one of a range of fine motor skills that should be developed as a matter of necessity but I do not share concerns about loss of cursive writing skills. Learning time should be focused on digital literacy and of 21st Century Learning Skills.

Roblyer’s (1997 as cited Roblyer & Doering, 2014, p.136) findings that word-processed compositions received lower grades than handwritten compositions was surprising. This ostensible bias should disappear as a new generation of teachers emerges for whom word-processed compositions are de rigueur rather than an innovation.

Word processor auto correction features are part the landscape of digital literacy. I appreciate the feature and would also enjoy seeing the feature identify the odd omitted preposition and article of speech. Spelling skills are important but this does imply a need to resist auto correction features. I find that that I learn from auto correction features. These features are not perfect and students should therefore be taught to review documents before submission or publication.

References:

Hopkins, G. (2005, May 27). Word Processing in Primary Grades [Blog]. Education World. Retrieved November 2, 2016 from http://www.educationworld.com/a_curr/curr022.shtml

Kozikowki, M. (2014). Keyboarding Kids. Children and Libraries; Chicago, 12.4, pp. 26-27. Retrieved January 21st, 2017 from CSU Library

Nguyen, J. (2017). Cursive in the Classroom: What Else is Becoming Obsolete? Edudemic Connecting Technology and Education. Retrieved January 28th, 2017 from http://www.edudemic.com/cursive-in-the-classroom/

Roblyer, M., & Doering, A.H. (2014). Integrating educational technology into teaching: Sixth Edition. Essex, UK: Pearson Education.

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Author: simonromijn

Science Teacher

1 thought on “Module 3 – Word Processing – Simply Start and Start Simply”

  1. Hi Simon,

    I enjoyed reading this blog as it was very informative. I found your thoughts on word processing and auto correct very interesting as they were different to my opinion, but I do respect what you have said. I must admit I don’t rely on autocorrect but find it very useful and find myself learning from the feature also.

    Great blog, thanks for sharing 🙂

    Like

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