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Teaching Computer-Based Writing: Primary Teachers' Preparation, Self-Efficacy, and Instructional Practices: Teaching Computer-Based Writing

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Title: Teaching Computer-Based Writing: Primary Teachers' Preparation, Self-Efficacy, and Instructional Practices: Teaching Computer-Based Writing
Language: English
Authors: Anabela Malpique (ORCID 0000-0002-1683-9906), Debora Valcan, Deborah Pino-Pasternak, Susan Ledger
Source: Australian Educational Researcher. 2025 52(6):4555-4580.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Writing Instruction, Teaching Methods, Computer Assisted Instruction, Writing Teachers, Elementary School Teachers, Self Efficacy, Foreign Countries, Writing Skills, Skill Development, Teacher Attitudes, Time Management
Geographic Terms: Australia
DOI: 10.1007/s13384-025-00910-9
ISSN: 0311-6999
2210-5328
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492413
Database: ERIC
FullText Text:
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  Data: Teaching Computer-Based Writing: Primary Teachers' Preparation, Self-Efficacy, and Instructional Practices: Teaching Computer-Based Writing
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  Data: <searchLink fieldCode="AR" term="%22Anabela+Malpique%22">Anabela Malpique</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1683-9906">0000-0002-1683-9906</externalLink>)<br /><searchLink fieldCode="AR" term="%22Debora+Valcan%22">Debora Valcan</searchLink><br /><searchLink fieldCode="AR" term="%22Deborah+Pino-Pasternak%22">Deborah Pino-Pasternak</searchLink><br /><searchLink fieldCode="AR" term="%22Susan+Ledger%22">Susan Ledger</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2025 52(6):4555-4580.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 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.
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