This question, to me, echoes some of the first concerns people had when personal computers and word processing became widely available. I guess the thinking was that if students didn't put a considerable physical effort into writing, they won't invest a lot of effort in word selection. Personally, I think this concern is unfounded, but that may be because I want to justify all the writing I have done using word processing.
I have also written thousands of pages by hand, whether in journaling, creative writing or for academic papers (which I would then type on my electric typewriter-- of course, this was back when dinosaurs roamed the Earth). At one point in my life, I think I would have said that I thought that writing by hand was somehow more authentic, took more care, or facilitated creativity. (This was also back when dinosaurs roamed the Earth.) Now, I am all about efficiency and the ease of transmitting text, whether for submission for publication, or for sharing in a work setting.
Lowther & Morrison (2010) make the point that word processing can actually facilitate creativity. Students can use different fonts, styles, shading, and other features. They can also insert pictures, clip art, charts and other features. Many of my students are very concerned with the appearance of their work, and get very upset if their handwritten work doesn't look just . That can really become a distraction from the actual lesson goals. From that point of view, word processing doesn't make the writing process "too easy", it allows students to focus on the academic topic at hand and stop thinking about how their handwriting appears.
2. How can word processing be used to engage students in higher-level thinking?
Word processing programs facilitate the mechanics of writing, for example, correcting spelling errors. That allows students to focus more on the structure of their writing. According to Niederhauser & Lindstrom (2006) " When students were allowed to used technology as a tool to represent their understanding, they tended to develop more elaborate concepts and ideas about the subject matter than did control group peers" (p. 96).
Morrison & Lowther (2010) recommend assigning papers that require analysis, rather than simple restatement of facts. This avoids the common hazard of students simply copying and pasting from the internet, but more importantly, it fosters higher-level thinking. Word processing programs allow students to place outline headings and then create the text for sections, move text if necessary, and incorporate charts, tables, illustrations and links. All of these capabilities can be used to help students move to higher levels of thinking.
3. In what ways are the individual needs of students met when their work is completed with a word processor?
In general, I think students' needs are always met more fully when they are engaged in the work. From that point of view, word processing helps to meet students' needs because it keeps them actively processing and analyzing information. It helps to meet the needs of individual students by allowing them to express their ideas more creatively, and to present information in more meaningful ways.
There are also many situations in which a word processor can help meet the needs of special-needs students. For example, a student with a visual impairment can write on the computer using a large, bold font. A student with dyslexia can use the spell-check function in order to produce a higher quality of work with less frustration. Students who have ADHD may benefit from being able to skip around in a document, and add text to the appropriate sections as ideas occur to them. I might have done that a time or two!
Morrison, G.R. & Lowther, D.L. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century (4th ed.).
Niederhauser, D. S., & Lindstrom, D. L. (2006). Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms. Journal of Educational Computing Research, 34(1), 91-128. Retrieved from EBSCOhost on 10 June, 2011.
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