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Pencil and keyboard: a helpful duo at primary level? Answers from pupils and researchers

from No. 2023 | 2 zum Thema «Literalität und nachhaltige Entwicklung»

Natalie Lavoie, Joane Deneault

This article presents findings from a study which sought to better understand how using a keyboard or pencil impacts the motivation and written achievements of pupils in the second, fourth, and sixth years of primary school (aged 7-8, 9-10, and 11-12 respectively). The data have been interpreted with respect to learner choice of writing implement (motivation: analysis of questions to establish participants’ opinions on keyboard and pencil) and researcher choice with regard to the richest possible text independent of the implement used (achievement: comparative analysis of both texts produced by a learner, that typed on a keyboard and that written in pencil). Alongside other conclusions, the findings show that the advantages pupils see in working at a keyboard (attractive and more straightforward and – with older pupils – faster) are not in evidence in their texts, at least not in those written by younger pupils (with less creative typed texts in the 2nd and 4th classes).

Read the article in PDF (FR)

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