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Abstract

This study aims to investigate how licensed primary school teachers conduct writing instruction in their classes and why they work in that way. The study also aims to examine what these teachers think about analog and digital tools in writing instruction. To fulfill this purpose, the following two research questions will be answered through twelve teacher interviews: How do the twelve teachers in this study describe their approach to writing instruction in grades F-3? and what are the reasons for their chosen practices. What opportunities and challenges do the twelve teachers describe their students face with analog versus digital writing? Of the twelve teachers at different schools, two work in preschool class, three in grade 1, three in grade 2, two in grade 3, and two work with mixed-age classes from grades 1-3. All interviews were recorded, transcribed, analyzed, and coded through thematic analysis, revealing three themes. The study is based on the sociocultural perspective and the model "The Not So Simple View of Writing.” The study reveals that several participating teachers see digital tools as motivational for students in writing instruction. Eight of the participating teachers describe that text editing is facilitated by digital tools, as students can easily make revisions without erasing. The results also show that students with writing difficulties benefit from using digital tools. A significant challenge identified is that students may struggle to maintain focus on writing tasks when using digital tools. Similarly, a challenge with analog writing is getting students to focus on the task, as writing is described as time-consuming and cognitively demanding. Analog text editing is further complicated by the reduced motivation to write and revise when students need to erase their text. The results indicate that analog writing helps students better consolidate knowledge, both in terms of form and content, and trains fine motor skills. In summary, all teachers agree on the importance of analog writing in grade one. Moreover, most of the teachers in the study recognize the value of incorporating both analog and digital writing methods in writing instruction.