Empowering young writers: perspectives from the classroom on interactive digital tools for writing

Despite the fundamental role of writing in literacy development and future success, research suggests that writing instruction does not receive enough attention. This study explores the potential of digital technology to support writing in primary classrooms, focusing on children’s and teachers’ perspectives on the use of an interactive app. Conducted in Northern Ireland and the Republic of Ireland, the study employed a qualitative constructivist approach, using focus groups with 24 children and semi-structured interviews with four primary school teachers following classroom implementation of the app. Findings highlight key challenges in teaching writing, including large class sizes, diverse learning needs and limited student engagement. Teachers acknowledged the importance of fostering motivation, creativity and choice in writing. Children enjoyed using the interactive app and reported that it helped them with their ideas and made writing more fun. The study found that interactive apps can support children’s writing, but concerns were raised regarding classroom management, student distraction and the need for varied instructional approaches. The findings emphasise the need for enhanced professional development to integrate digital tools effectively in writing instruction. This study contributes to ongoing discussions on re-engaging young learners in writing and leveraging technology to enhance the writing process.