Title of Study: The Effect of Computers on Student Writing: A meta-analysis of Studies from 1992 to 2002

Author(s): Amie Goldberg, Michael Russell, Abigail Cook

Summary:

This report summarizes a meta-analysis of 26 studies comparing writing by K-12 students with computers with paper-and-pencil.

Sponsoring entity(s): Technology and Assessment Study Collaborative, Boston College

Date conducted: 2002

Location of the study: This study was published in the Journal of Technology, Learning and Assessment, Volume 2, Number 1, and can be accessed here.

Setting(s) addressed:

• Classroom

Targeted population(s):

• High school
• Middle school
• Elementary

Primary sources of evidence used in the study or report:

• Meta-analysis of 26 studies conducted between 1992 and 2002

Primary Technology Application(s) Addressed:

• Word processing

Major education topic(s) addressed:

• Writing

Major findings/conclusions:

• On average, moderate improvements were found in both the quality and quantity of student writing with computers, compared to hand written assignments.
  
  
  
• The positive effects tended to be larger for middle and high school students than for elementary students.
  
  
  
• Students are more engaged and motivated when writing with computers.
  
  
  
• Students using computers engage in more collaborative and social behavior such as peer editing during the writing process.
  
  
  
• The process of producing and revising text is more integrated and less linear when students use computers for writing.

Practical implications of the findings:

• When students write on computers, the role of the teacher changes from “activity leader” to facilitator and proof reader.
  
  
  
• Students are less likely to follow the linear progression of outlining, writing and revising when working on computers, suggesting that teachers will have to rethink the way writing process is taught.

Reviewer Comments:

The meta-analysis used appropriate methods to analyze quantitative data in studies where it was available.  The authors also reviewed data from qualitative studies to ensure that the conclusions were not skewed by eliminating qualitative studies.