MESHGuides

The following is drawn from the literature providing the foundations for the study. See Gardner( xx) for details. Writing involves the integration of complex mental operations such as memory, motor-control, creativity and language processing. Poor orthographic memory or an inability to correctly spell a new word in the pupil's developing vocabulary can significantly constrain writing because of the pupil's fear of making a mistake. As a result the writer resorts to a repertoire of familiar words.

This set of factors covers methods of teaching, teacher attitudes to writing and thinking about children as writers. One teacher, with wide experience of schools over many years, stated that children taught by the method of 'emergent writing' were generally more motivated to write than children in classrooms where secretarial or transcription skills are privileged over compositional ones, thereby leaving children with the view that writing is primarily concerned with the skills of handwriting, spelling and punctuation.

The project investigated possible factors that might influence a propensity towards a child's reluctance to write. Five factors were identified. A central feature is the child's feeling about writing and self view as a writer.

The following characteristics may indicate that a pupil needs help to overcome barriers to writing (not all pupils will exhibit all these characteristics):

A reluctant writer is one who experiences one or more barriers to the writing process on a regular basis. Barriers may be exhibited during the process of writing as well as, or instead of, the start of the process. In addition, a reluctant writer may be defined as one whose writing is habitually superficial, either because ideas are not expanded or because the writing is executed in haste. Before identifying a pupil as a reluctant writer careful observation is required to differentiate between characteristics of reluctance and compositional styles.

The volume of technology use in a school expands significantly when students have a personal iPad but more importantly its use to support learning in lessons on a daily basis also increases enabling teachers to plan new and more creative types of activities they could not previously adopt.

Agency - Personal ownership of a powerful device like the iPad empowers learners to be more independent but teachers need to engineer the conditions for this to flourish by:

• Providing learners with more opportunities to decide how to undertake a task, where to work on the task and at what pace.
• Developing greater trust with learners to be independent learners.
• Considering how to trust learners to use the iPad to research and locate infomration for themselves, reducing the role of the teacher as 'information giver'.

Various factors were identified as necessary before a successful deployment of iPads/tablets is likely to be successful in a school context:

• Teachers need to be equipped with their own personal iPad which they can learn to use through 'play' in advance of the full deployment
• Traditional models of ICT training are less effective since the iPad is very intuitive. Teachers learn best through informal, show and tell activities and by forming their own self help communities (e.g. Teach Meets)