Pew Research - The Impact of Digital Tools on Student Writing

Purcell, K., Buchanan, J. & Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools. Pew Research Center’s Internet & American Life Project. Retrieved from: http://www.pewinternet.org/2013/07/16/the-impact-of-digital-tools-on-student-writing-and-how-writing-is-taught-in-schools/

2,462 teachers were surveyed who teach Advanced Placement (AP) and National Writing Project (NWP) about the impact of digital tools on student writing.  Most of the teachers who participated in the survey (95%) teach in public schools and almost one-third has received extensive training in how to teach writing effectively in the digital world.  Most of these teachers believe that digital technologies are helpful tools for teaching writing to middle and high school students.  They view the internet and digital technologies (social networking sites, cell phones, texting) as boosting personal expression and creativity in teens.  Most teachers also feel that having a larger audience encourages teens to write more often and in more formats than teens did in the past.  The drawback is that writing on these platforms is usually very informal, so teens are not learning how to write formally.

Mostly teachers found digital tools to be beneficial.  96% agreed that digital technologies provided a broader audience to which students could share their work.  79% found that more students were encouraged to work together when using these tools.  78% believed that creativity and expression were inspired when using digital technology.

Undesirable effects were that students tended to use only informal language and style in writing assignments, and that students were lacking in the use of writing for different audiences.  Cell phone users tend to truncate words and expressions.  Interestingly, the survey shows that 40% think today’s digital technologies make students more likely to use bad spelling and grammar.  Conversely, almost the same percent (38%) feel that the tools make students less likely to use bad spelling and grammar.  Go figure.  As I read, I thought about my middle school ESL students, many of whom don’t have cell phones or even computers in their homes.  The survey mentioned an undesirable effect being disparate access to and skill with digital tools among their students.  In general, the teachers surveyed give their students’ writing skills modest scores.

Most of the teachers surveyed feel that students do not perform well when it comes to citing and referencing their work.  When using digital technology, it is very easy to copy and paste another’s work.  88% of teachers surveyed say they spend class time discussing citation and plagiarism and 75% spend class time discussing fair use and copyright.

Another interesting note: half of teachers surveyed feel that digital technologies make it easier for them to shape or improve students writing, 31% feel there is no impact, and 18% feel it makes it more difficult.  The older teachers, who themselves are not technologically savvy, are probably the ones who feel it makes it more difficult.

What about handwriting skills and formal writing?  Almost all of the teachers surveyed encourage students to do some of their writing by hand.  Many say this is because students must write by hand on standardized tests. Others say that students are less likely to copy and paste others’ work because, well, you can’t hardly copy and paste by hand without scissors and paste.

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