The Use of Interactive Educational Technologies in Improving the Written Literacy of Primary School Students

This article highlights the didactic potential of using interactive educational technologies to develop the written literacy of primary school students. The aim of the study is to systematize interactive methods according to written language tasks and substantiate the procedure for their application in the teaching process. The study employs an analysis of selected scientific and methodological literature, comparison of methods, and didactic design techniques. The methods of “Brainstorming,” “Clustering,” “From Word to Sentence,” “Continue,” “Cinquain,” and “Fishbone Diagram” are described in accordance with the stages of writing preparation, sentence and text construction, and editing. As a methodological outcome, the study proposes a procedure for concluding interactive activities with individual written assignments, a sample practical exercise, and assessment criteria for written work. The importance of the teacher's guidance, adapting assignments to students' levels of preparedness, and peer assessment is also discussed. The study is theoretical and methodological in nature, and experimental verification of the effectiveness of the proposed approach is identified as a task for future research.