Abstract
Students are expected to engage with technology tools as early as prekindergarten. Training in digital tool use may not occur, leading to the development of ineffective habits. OTs have opportunities to support students using digital tools.
Primary Author and Speaker: Karen R. Puckett
Additional Authors and Speakers: Shirley P. O’Brien
Abstract: The National Center for Educational Statistics (2021) reported that 45% of public-school students had access to a technological device, often used for learning. Digital tools such as Chromebooks are prevalent in classrooms, starting with Pre-K and transforming how students learn (Grey & Lewis, 2021; Haleem, 2022). Although digital learning can facilitate students to access more knowledge, the expectation of text production & training has yet to be studied. Literacy skills are key to communication requiring production of legible & fluent text in completing learning tasks. OTs are well versed in assessing hand skill development in school tasks (Gahshan-Haddad & Weintraub, 2023; Nightingale, 2022). The KY OT Schools group collected data through a descriptive survey about handwriting and digital technologies. The anonymous survey yielded that in 77.8 percent of schools surveyed, students are not explicitly taught typing. Of those who reported it was being explicitly taught, 50% received instruction in fourth grade, and 50% were taught in sixth grade; though most teachers expect students to turn in work produced electronically at much earlier grades and as early as grade 3. Findings highlight the complexities of supporting student needs related to technology training for effective participation in school tasks (e.g. homework) & developing habits for ongoing success. Developing the underlying hand skills associated with keyboarding performance was missing through formal instruction. Further, a need for guidance about training & expectations about effective technology use for digitally produced assignments exists. OTs must advocate for educational policy development related to use of digital technology within the school performance expectations at local and state levels.
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Gahshan-Haddad, N., & Weintraub, N. (2003). Underlying functions associated with keyboarding performance of elementary-school students. Scandinavian Journal of Occupational Therapy, 30(8), 1415–1423. https://doi.org/10.1080/11038128.2188254
Gray, L., & Lewis, L. (2021). Use of Educational Technology for Instruction in Public Schools: 2019-20 (NCES 2021-017). U.S. Department of Education. Washington, D.C: National Department for Education Statistics. Retrieved [November 9, 2024] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2021017
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2002). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285.