Students' Writing and Reading Preferences in a Paperless Classroom

Autor/inn/en	Meishar-Tal, Hagit; Shonfeld, Miri
Titel	Students' Writing and Reading Preferences in a Paperless Classroom
Quelle	In: Interactive Learning Environments, 27 (2019) 7, S.908-918 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meishar-Tal, Hagit) ORCID (Shonfeld, Miri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1504306
Schlagwörter	Preferences; Classroom Environment; Computer Uses in Education; Printed Materials; Context Effect; Individual Differences; Gender Differences; Handwriting; Paper (Material); Keyboarding (Data Entry); Writing Processes; Junior High School Students; Laptop Computers; Reading Materials; Electronic Publishing; Instructional Program Divisions; Reading Attitudes; Writing Attitudes; Academic Ability; Self Concept + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Computernutzung; Individueller Unterschied; Geschlechterkonflikt; Handschrift; Papier; Texterfassung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Laptop computer; Laptop; Computer; Digitalrechner; Elektronisches Publizieren; Reading behavior; Rading behaviour; Leseverhalten; Selbstkonzept
Abstract	This study took place in a school which adopted a "paperless classroom" policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students' reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls' handwriting skills and preference for handwriting were higher than the boys'. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01