The role of visually rich technology in facilitating children's writing

Abstract

Abstract A significant sample of children in any class may be categorised as having a preferred visual learning style. The writing outcomes of a case study group of five upper primary children with a strongly preferred visual learning style were examined when the children were encouraged to write with the aid of a computer and a visually rich software medium. A constructionist classroom environment was established in which children were exhorted to dare to experiment, play and problem set, especially when using microworlds and laptop computers. The writing outcomes of this group grew in volume and linguistic complexity when the students were offered the opportunity to use the visual and animation features of the software at the same time as engaging in narrative writing tasks. These outcomes are situated in recent neuro‐psychological theory of the role of the right brain hemisphere as a platform for language development and comprehension, and suggest the possible vital place of computers in the full realisation of their potential by children with a visually preferred learning style.

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