Pupils with Portable Writing Machines

Two sets of pupil users of ultra‐portable laptop word processors (26 in total) are interviewed about their attitudes to writing after at least two full school terms spent using the technology. Handwriting remains popular and quicker for most classroom writing tasks; neither planning nor constructive reflection on language seems to be enhanced; pupils are convinced that they write more; typing speeds remain very slow; and repeated loss of work is a commonplace. The connotations of the word ‘writing’ are beginning to alter in line with the medium of production.