Date of Award
Action Research Project
Master of Arts in Education
Montessori Early Childhood
This study investigated the viability and implications of technology-assisted story writing with kinder year students. Seven kinder year students at a private Montessori school participated in the study. Pre- and post-study conferences and Likert scales determined story writing skills and attitudes. These were followed by one-on-one storywriting sessions using a variety of story-writing tools. Students were given the choice of story-writing method at each session. Individual sessions were evaluated and completed stories compared to a rubric of fundamental story-writing elements. Stories written by the students improved with the use of computer and iPad programs, but independent story writing was not achieved. Individual phonetic abilities proved pivotal to any success with technology-assisted story writing. The results of the study suggest introducing technology-assisted story writing when a child can successfully build words phonetically.
Christensen, Ruth Ann. (2017). The Effects of Using Computer and iPad Story-Writing Applications for Creative Writing with Kinder Year Students in a Montessori Early Childhood Program. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/243