Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education


Education, Montessori

First Advisor

Alisha Brandon


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.