Article Critique #1 - Effects of Incorporating a Word Processor - Jonathan Tang - st# 39164025

Beck and Festherston (2003) explored the effects of implementing a word processor into a writing program for a group of Year Three students. Beck and Fetherstons focused their research around three main ideas: Attitudes of Year Three students towards their current writing program Attitudes of Year Three students when a word processing program was introduced to their writing program Writing development was affected when the word processors were used

Beck and Festherston study these attitudes and developments through the use of seven participants based on convenience sampling. The students were asked to produce two writing samples using handwriting and two word processed samples with the computer program, Story Book Weaver Deluxe. The samples were scored based on the First Steps Writing Developmental Continuum by the researcher and teachers. Unstructured interviews were conducted prior to the study, during, and after the study was completed to gauge student feedback.

There are four aspects of the study that could be improved by increasing sample size accounting for novelty effect of computer use dealing with a construct validity issue

All seven participants were extremely sensitive to neatness due to their teachers expectations. This affects the way that students view a writing program in a negative

Article Critique #1 - Effects of Incorporating a Word Processor - Jonathan Tang - st# 39164025

manner. Students over focus on the mechanics of writing and neglect to improve upon the elements of the story such as: character development, setting, plot, conflict, and the use of literary devices. The authors did mention that word processors eliminated the need for tedious revisions (2003) and allowed students to visualize a final product (2003). Students naturally gravitated towards the computers due to these reasons. While the mechanics of writing, neatness in particular, are an important part of writing it is difficult to assess whether the students latched onto the word processors because it eliminated hand writing more or due to a benefit in the process of writing. The small number of participants and the biases that the teacher imposed in the classroom, it is difficult to generalize these findings to other classrooms. This validity issue could be rectified by increasing the sample sizes to include more classrooms. The novelty of using a computer for the students writing program was not considered in Beck and Festherstons analysis. Students would naturally be excited to try a new medium and as a result have a higher level of motivation and focus to complete the task. The authors observed little distractions with the word processors compared to the hand written samples. It could be argued that the computers in the long term could be just as distracting with the interactive pictures. A longer study in which the students were interviewed and observed in a year may address time management and motivation (2003) issues the the authors noticed in the writing cases. The word processing and writing tasks were designed with flaws that would in some instances favor the word processor. The word processing task used Story Weaver which provides students with images and colorful backgrounds to help them

Article Critique #1 - Effects of Incorporating a Word Processor - Jonathan Tang - st# 39164025

illustrate their ideas. The authors noted that these features gave the students an opportunity to take a break (2003) before continuing on with their writing. This same opportunity wasnt afforded to the writing samples. The authors observed that students procrastinated by borrowing pencils and erasers (2003). While, the goal was to observe the current writing program, this may speak to the sample size problem of one teachers program. Beck and Festherston study nevertheless is important in highlighting the many benefits of using a word processor as part of a writing program. Further refinement in the approach and longitudinal effects would prove beneficial to clarifying some of the issues that surround this study.

References Beck, N., & Fetherston, T. (2003) The effects of incorporating a word processor into a year three writing program. Information Technology in Childhood Education Annual, pp.139-161. Retrieved from http://www.editlib.org/p/17765