Running Head: INCORPORATING A WORD PROCESSOR 1

Article Critique #1:

The Effects of Incorporating a Word Processor Into a Year Three Writing Program

Natalie Beck and Tony Fetherston

Camille Maydonik

36428084

ETEC 500 Research Methodologies in Education

Instructor: Dr. Clifford Falk

University of British Columbia

June 13, 2010

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Beck and Fetherston’s (2003) ethnographic, qualitative research study attempts to

determine if the use of word processing can assist the writing process with young

children, specifically seven Year Three students in Australia. Beck and Fetherston

(2003) state that, “Learning to write in the primary classroom is essential if young

children are to become literate members of society” (p.140) and this argument forms the

basis for the three research questions they investigate (p.144):

1. What attitudes do seven Year Three students possess in terms of

writing and the writing program currently in place in their classroom?

2. What attitudes do seven Year Three students possess in relation to the

use of word processors and writing?

3. How is students’ writing development affected when word processors

are used?

The study took place over a period of six weeks and the students, who were

selected through convenience sampling, were observed each morning participating in

pencil and paper writing activities as well as using the word processor, more specifically,

Story Board Weaver Deluxe software. Beck and Fetherston (2003) completed a case

study for each student in their study using interviews and observations as their main

research methodology.

Beck and Fetherston (2003) conclude that their study proves that the use of word

processing improves students’ writing overall and benefits their overall creativity and

motivation during writing activities. They report their results by answering the three

guiding research questions and present findings related to other results such as the effect

of prior computing experience, keyboard skills, the use of pictures for writing, changes in
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attitudes, completion rates, effect on enjoyment and confidence, effects on mechanics,

neatness, creativity, time management, the software package and gender differences.

Beck and Fetherston’s (2003) research is carried out according to acceptable

research methods, presents a logical argument and is well organized, clear, and easy to

read. However, there are some discrepancies. The most important term in their article is

“word processor” and unfortunately they do not define it clearly and, furthermore,

consider a software package to function in the same way. In addition, they use the terms

interchangeably, which has the potential to be confusing for their audience.

While reading the article, a number of questions came to mind regarding

sufficient evidence for Beck and Fetherston’s arguments and findings. First of all,

because the group of students they observed was so small, I do not believe that their

findings could be correlated to other similar groups of students in the western world.

Secondly, I presume that the audience of their article would be other primary years

teachers, such as myself. However, they do not present and refute opposing points of

view, which had me wondering if there was an ulterior motive to the purpose of their

study. These questions aside, this article helped me to understand the subject, students

using computers for writing.

In conclusion, I believe that this article has the potential to be an important

contribution to the field of primary years education. Beck and Fetherston’s (2003)

statement, “A word processor, if implemented into the curriculum should not be used

merely in isolation to perform unrelated tasks, or used as a reward tool” (p. 141) evokes a

response from me in that technology, and word processors in this case, hold the potential

to be integrated into instruction in order to personalize student learning.

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Reference:

Beck, N., & Fetherston, T. (2003). The effects of incorporating a word processor into a

year three writing program. Information Technology in Childhood Education

Annual, 139-161.