Assumptions and practices in using digital technologies to teach writing in middle‐level classrooms across<scp>C</scp>anada

Abstract

Abstract Interviews with 216 Grades 4–8 teachers and observations in 21 classrooms show that computers are widely used to teach writing across C anada. Restricted access to computers plays a role in the frequency and types of interactions that students and teachers have with computers in writing classes. Equally influential are assumptions about writing development and effective teaching practice. Many participating teachers believe that spell checkers hamper students’ spelling development. They view computers as tools to extend and support their teaching of mini‐lessons.