Digital Technologies and the Teaching of Writing in Primary Schools

There are pressing challenges in the teaching of writing, as evidenced by unsatisfactory writing outcomes among countless primary school students around the world. Although digital technologies have the potential to support teachers and learners in the writing classroom, there are considerable gaps in the research as well as challenges in the application of technology-integrated writing practices in classrooms. In a post-digital world where technologies are ubiquitous and an integral part of everyday lives, this gap may be seen as problematic. This article provides a background overview of the literature on four types of digital technology, and a narrative review of virtual and augmented reality (VR and AR) or “new realities” and generative artificial intelligence (GenAI) in the teaching and learning of writing in primary schools. Narrative reviews are non-systematic and subjective, allowing the author to provide commentary and critique. In the Discussion section, research on digital technologies and writing in primary school settings are considered with reference to key pedagogical approaches. Gaps in the literature in the area of digital technologies for teaching and practising writing in primary school classrooms are highlighted and opportunities for future research and practice are suggested.