Are primary students prepared to write in a digital world?
A nation-wide study on computer-based writing instruction in Australian classrooms has shined a spotlight on how little time and attention primary schools are giving to teaching students how to write using a computer.
2 December 2025
Lead author Dr Anabela Malpique from the School of Education at ECU said the research surveyed 340 primary education teachers (Years 1–6) from across Australia about the computer-based writing instruction provided in their classrooms.
Instructional time
“While results showed that teachers found it was important to teach computer-based writing skills, most respondents reported allocating less than one hour per week on computer-based writing practice in their classrooms,” Dr Malpique explained.
Instead, teachers spent significantly more time teaching paper-based writing, with teaching keyboarding receiving the least instructional time – approximately nine minutes per week.
“The findings show that more than 96 per cent of teachers believed that students’ keyboarding skills contributed to their performance when completing national online exams – like NAPLAN and other assessments.”
Teaching in preparation for a digital world
With most primary teachers having little time set aside to teach keyboarding and word processing skills, few reported having knowledge of teaching strategies for students to learn how to plan and revise computer-generated texts. Instead, teachers tend to focus more on spelling.
“In the digital age, skillful 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,” Dr Malpique said.
Research suggests students should be taught typing and word processing skills as soon as they are introduced to computers.
“It is difficult to correct children as they get older if they are not adequately taught the foundations of computer-based writing, including keyboarding skills such as key locations and hand and finger positions,” Dr Malpique explained.
“Instead, we should be empowering children in the early primary school years to better understand how computers work, and to write proficiently using a computer, particularly as we enter the age of artificial intelligence.”
Perceived importance vs practice, access and ability
The majority of teachers surveyed (more than 98 per cent) agreed it was important to teach keyboarding and word-processing skills for writing, and that students should be able to type as fast as they can write by hand when completing Year 5.
Many teachers (40 per cent) also shared that keyboarding instruction should be administered by specialised lab teachers, librarians or media specialists in Years 1 – 3. Around 30 per cent said the responsibility should sit with the classroom teacher.
“Findings from our research suggest that students may have limited typing and computer-based word processing skills due to lack of access to a computer, laptop or portable device with an external keyboard, both within their school environment and in the home,” Dr Malpique said.
“It is very difficult to develop computer navigation and typing skills and write longer texts with only an iPad.”
Only 17.4 per cent of teachers stated that their students had access to a computer device with an external keyboard at school and 69.4 per cent reported that students had access to a digital device within the classroom with only an on-screen keyboard – like an iPad or tablet.
The challenge for teachers is the task of ensuring children in their classroom have the opportunity to learn how to effectively write using a computer, as well as by hand.
Teacher preparation and confidence
Findings from this national study suggest that, although teachers understand the importance and are motivated to teach computer-based writing in a digital world, they don’t feel as prepared as they could be.
“Most respondents described 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,” Dr Malpique said.
“Teachers reported feeling they lacked the preparation and confidence to teach computer-based writing skills, which explains their instructional practices and the minimal time dedicated to teaching children how to type and write texts using a computer.”
Supporting teaching and learning of digital skills
Dr Malpique highlighted the importance of providing more resourcing of technology in schools to bridge the equity divide, considering future careers will require students to have adequate digital skills.
“We also need to support the teaching and learning of digital writing in primary schools through increased ongoing professional learning for teachers and by integrating foundational computer-based writing skills into regular classroom activities.”
Teaching computer-based writing: primary teachers’ preparation, self-efficacy, and instructional practices is included in the Writing for All: Handwriting and keyboarding skills in the Early Years project funded by The Ian Potter Foundation.
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Media contact:
Hayley Butler, (08) 6304 5575, h.butler@ecu.edu.au
or
ECU Corporate Relations, (08) 6304 2222, pr@ecu.edu.au
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Journal
The Australian Educational Researcher
Method of Research
Survey
Subject of Research
People
Article Title
Teaching computer-based writing: primary teachers’ preparation, self-efficacy, and instructional practices
