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<p>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&#xa0;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.</p>

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Teaching computer-based writing: primary teachers’ preparation, self-efficacy, and instructional practices

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月27日

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  • Anabela Malpique,
  • Debora Valcan,
  • Deborah Pino-Pasternak,
  • Susan Ledger

摘要

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.