Disadvantages to using a word processor over using handwriting...

 Computers may not always be accessible, and to rely or get used to one main method is limiting and dangerous. Katie Herrick states in her article Word Processing and its Effect on the Writing Process,
“Unfortunately, the overall quality of writing was not affected by the word processor. Some feel that using only word processing can limit students writing abilities. Students rely too much on a technology that is not always accessible.”

 Printing and handwriting are very personal things, specific to each individual. A signature for example to and is apart of a person as much as much as their name is. To get away from the traditional method of writing takes away from the creativity and personal touch of the piece somehow.

 It has been proven that when manipulating a pencil or pen, the left side of our brain is stimulated. This actually enhances such things as creativity and memory.

 Many children have a hard time typing and it actually takes them longer to type than to print or hand write their work.

 Teachers need to take time out to teach proper keyboarding skills, decide when to start, how much to teach it, etc. More time may actually be spent on the teaching of the tool rather than the actual use of it. In an article titled Word Processing and its Effect on the Writing Process by Katie Herrick, a teacher when interviewed stated,
“I often wish for a much smaller group of students so I can truly assist them in the writing process at the same time I am teaching them how to use the word processor. I also do not feel I give each student enough attention on how to edit documents efficiently.”

 Some students don’t have access to computers at home, creating a disadvantage compared to those who do.

 Extended use of the word processor can actually lead to physical problems such as carpal tunnel syndrome, tendentious...

 It may be more difficult to have students switch in groups, take things home to edit or fix up...

 Students may rely on spell check too often and don’t learn how or try to spell things properly....

 Students rely on the dictionary and thesaurus tools and do not learn how to look things up in actual books with skill and efficiency....

 The ease and temptation of cutting and pasting ideas or others words could lead to plagiarism. This also takes away from the student’s creativity and ability to put things in their own words.

 If things are not saved in a few places, you run the risk of losing your work in the event of any “technical difficulties”.

 “Creeping elegance” can come into play even word simple word processing assignments in terms of font type, size, color, adding pictures, spacing....

 Some students complain that all the “blinks, beeps and clicks” or sounds and sights of the computer distract and annoy them!

 A computer can not be carried around with you, unless each student has access to a laptop. This is limiting and does not allow for a “work anywhere or while on the go” possibility that pen and paper does.

 Just as a painter is inspired by a particular surroundings, so might a young writer be. If you are retrained to work at the computer desk or in a lab, you have “artificial versus natural” settings.

 Using the word processor may in fact encourage or help to produce more and longer stories because of there ability to save time, but the “quantity versus quality” issue then comes into play.

In an article titled “Word Processing: A Helpful Tool for Basic Writers” by Craig Etchison, a test was done. Students in the experimental section wrote their papers on computers with word-processing software, the writing tool they had been using all semester, while students in the control section wrote with pen and paper. The findings were that there was no significant difference in growth of writing quality across the semester between students using word-processing software on computers and students using handwriting. Etchison states,

“The word-processing software did however help encourage productive writing behaviors, including a willingness to produce text and a willingness to spend time working with text.”

So what do we do we as educators do with all this information? How do we decide when, where and how often to use the word processor as opposed to traditional handwriting? Perhaps simply being aware and reminded of the “pros and cons” can help to decide how to moderate it all. As Jane M. Healy writes in her book “Failure to Connect”,

“While some very exciting and potentially valuable things are happening between children and computers, we are currently spending far too much money with too little thought. It is past time to pause, reflect, and ask some probing questions.”
Reflecting and asking questions can be done in many ways. Asking questions of yourself about your objectives and methods, asking the students what they prefer or how they feel, discussing ideas with and questioning colleagues, reading books, attending workshops and much more can help in knowing how to use this seemingly basic tool appropriately. Healy also states,

“With thought, planning, and our own good sense, we should be able to develop young minds that are able to deal not only with future challenges not yet envisioned, but also with anything else that the digital revolution has up its hard drive.”
So whether it be the debate of word processing versus handwriting in the classroom or some other issue in the advancement of technology, a questioning, reflective teacher who will not be swept away in this world of change, is a good teacher.