Research

=What does the research say?= About Writing with Technology > for academic or personal purposes (U.S. Department of Commerce, 2002; DeBell & Chapman, 2006). Similarly, a Bureau of Labor Statistics (2005) survey reports that more than 90 percent of college graduates use computers at work. The increasing frequency of computer-based writing outside of school or the workplace (e.g., e-mails, instant messaging, blogs) will undoubtedly expand the variety of writing situations in the future to include many new purposes and audiences. Future trends in writing instruction must take into account how computers affect both the writing process and the types of text produced.
 * //The ability to write well is essential to the economic success of the nation. Americans in the 21st century need to be able to communicate in a variety of forms and mediums, create texts under the constraints of time, and play a productive role in an economy that increasingly values knowledge and information. The pace of written communication in today’s environment—the velocity of writing—reflects the transition to an information-based economy built on speed, efficiency, and complexity.// (excerpted from Writing Framework for 2011 NAEP, page 15)
 * //Writing is essential to productivity and to personal and social advancement. Corporations in almost all industries and services report that a significant majority of salaried employees—80 percent or more—have some responsibility for writing in their professions, a substantial growth from previous decades (Berman, 2001). It is no wonder, then, that communicating effectively is considered the most desirable skill among new hires by major corporations, and that good writing is essential to mid-career professionals for both day-to-day operations and long-term career advancement (National Association of Colleges & Employers, 2005; Light, 2001).// (excerpted from Writing Framework for 2011 NAEP, page 15)
 * //The use of computers—in the workplace, in schools, and in the home—has also reshaped the nature of writing and the importance of effective communication. Government studies have shown that as many as 96 percent of K–12 students use computers to some degree NAEP 2011WRITING FRAMEWORK 2.// (excerpted from Writing Framework for 2011 NAEP, page 16)
 * //The number of students ages 12-17 who regularly or occasionally use computers to complete school work and to access the Internet has increased from 32 percent in 1995 to a range in 2006 between 87 and 93 percent (Pew Research Center, 1995; Hitlin & Rainie, 2005; DeBell & Chapman, 2006).// (excerpted from Writing Framework for 2011 NAEP, page 21)
 * //Research has shown that paper and pencil assessments negatively affect the writing performance of computer-proficient students (Carlson, 2000; Russell, et al., 2004; Russell, 1999; Sandene, et al., 2005).// (excerpted from Writing Framework for 2011 NAEP, page 22)
 * //The impact of communications technologies has changed the way people write and the kinds of writing they do. Writing in the 21st century is defined by its frequency and efficiency, and modern writers must express ideas in ways that enable them to communicate effectively to many audiences. It is clear that the ability to use written language to communicate with others—and the corresponding need for effective writing instruction and assessment—is more relevant than ever.// (excerpted from Writing Framework for 2011 NAEP, page 8)