THE EFFECT OF USING THE WORD PROCESSOR ON HANDWRITING SKILLS...

Many learning issues are related to the use of the word processor in the class versus handwritten work. One assumption that is made is that using the word processor regularly will prepare the students for the technological advancements of the “real world”. While this may be the case, others feel that using it solely and moving away from traditional printing/handwriting can cause problems in that often times we are still expected to fill out forms, address envelopes, write notes and more. In addition, many believe that the idea that kids need computer experience 'to get ready for the real world', or 'to be competitive', is a complete myth. It is believed that everything a child needs to learn about computers can be accomplished in the last few years of high school.
Other assumptions made about the word processor may be that the finished product is somehow better due to its legible, standard appearance. Many feel reading work that has been typed and printed out or is on a screen may be easier to read, and therefore better received by teachers or peers. It eliminates the bias or favoritism towards the “neat hand writers” and helps to judge a piece for what it really is, not just how it looks. A negative side to this is that teachers may now grade a child, or general peers and other readers may judge work, as being better if it has been done on a computer rather than written on a piece of paper. In an article titled “Word Processing: A Helpful Tool for Basic Writers”, Craig Etchison states,
“I am a worried that educators and parents are sending the message to children that when they use a computer their work is of a better quality, and thus is more valuable, than that which they create with their hands.”
There is the assumption of a school or from parents that the more computers in a classroom and the more the children are seen ‘typing away’ on them equates to advanced and better learning taking place. Certainly computers can help to aid greatly in the teaching and learning process, and the opportunity to have one or more computers in each classroom is positive. We do however run the risk of having a “show room”, where parents who are on the push or bandwagon for increased technology in schools are shown what they want to see. This happens especially to those paying to get their child into particular private institutions where competition is a factor, and a school is like a business, wanting to promote and use the latest thing society feels is important.
There is an assumption that children who are exposed to computers have an advantage over those who do not. They are however only one of many tools, to be used in moderation, along with other varied methods. Just as a 5 year old is taught how to best utilize and manipulate the scissors and glue in art class to get the desired results, so too does a child need to be properly taught the use of the word processor. If sufficient time is not spent on teaching a child how to operate a word-processor properly, its benefits are lost. An article titled “Computer Assisted Writing Instruction”, written by Bruce Tone and found in the ERIC digest number 2, states,
“For younger children, there are several simplified word-processing programs available, but even with these, it appears that students who are being taught to write on computers do not get enough time-on-task to become comfortable with simple word-processing features like "insert" and "delete", or to use them freely in making revisions, let alone enough time to learn to "block" text, move it for reorganization, and then print and analyze the results for subsequent revision.”