Teaching Computer-Based Writing: Primary Teachers' Preparation, Self-Efficacy, and Instructional Practices: Teaching Computer-Based Writing
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| Title: | Teaching Computer-Based Writing: Primary Teachers' Preparation, Self-Efficacy, and Instructional Practices: Teaching Computer-Based Writing |
|---|---|
| Language: | English |
| Authors: | Anabela Malpique (ORCID |
| Source: | Australian Educational Researcher. 2025 52(6):4555-4580. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Writing Instruction, Teaching Methods, Computer Assisted Instruction, Writing Teachers, Elementary School Teachers, Self Efficacy, Foreign Countries, Writing Skills, Skill Development, Teacher Attitudes, Time Management |
| Geographic Terms: | Australia |
| DOI: | 10.1007/s13384-025-00910-9 |
| ISSN: | 0311-6999 2210-5328 |
| Abstract: | In the digital age, skilful computer-based writing is essential for school aged children since it empowers them to communicate, acquire knowledge, critically engage with information, and produce text-based original thoughts. However, there is a lack of studies examining teachers' preparation and self-efficacy for supporting students in developing computer-based writing skills and instructional practices implemented in primary classrooms. In the current study, 340 primary teachers (Grades 1-6) from across Australian states completed a survey about the computer-based writing instruction provided in their classrooms. While results showed that teachers found it was important to teach computer-based writing skills, most respondents reported allocating only 57 min per week for computer-based writing practice in their classrooms. Teachers reported allocating little time for teaching keyboarding and word processing skills, and few teachers reported teaching strategies for planning and revising computer-generated texts. Most respondents reported not having received formal training to teach computer-based writing and that they felt little confidence to teach students how to create texts using digital devices. Hierarchical multiple regression analyses revealed that teachers' preparation and self-efficacy to teach computer-based writing skills made a unique contribution in explaining their reported instructional practices. Current findings are discussed considering the critical importance of developing students' computer-based writing skills essential for navigating in the digital age. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492413 |
| Database: | ERIC |
| Abstract: | In the digital age, skilful computer-based writing is essential for school aged children since it empowers them to communicate, acquire knowledge, critically engage with information, and produce text-based original thoughts. However, there is a lack of studies examining teachers' preparation and self-efficacy for supporting students in developing computer-based writing skills and instructional practices implemented in primary classrooms. In the current study, 340 primary teachers (Grades 1-6) from across Australian states completed a survey about the computer-based writing instruction provided in their classrooms. While results showed that teachers found it was important to teach computer-based writing skills, most respondents reported allocating only 57 min per week for computer-based writing practice in their classrooms. Teachers reported allocating little time for teaching keyboarding and word processing skills, and few teachers reported teaching strategies for planning and revising computer-generated texts. Most respondents reported not having received formal training to teach computer-based writing and that they felt little confidence to teach students how to create texts using digital devices. Hierarchical multiple regression analyses revealed that teachers' preparation and self-efficacy to teach computer-based writing skills made a unique contribution in explaining their reported instructional practices. Current findings are discussed considering the critical importance of developing students' computer-based writing skills essential for navigating in the digital age. |
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| ISSN: | 0311-6999 2210-5328 |
| DOI: | 10.1007/s13384-025-00910-9 |
