Subsequently, the authors analyzed the effect sizes of moderating variables by including study features such as types of technology integration, writing genres, demographics, and methodological characteristics.
The results of this meta-analysis confirmed that technology has a medium effect on writing quality and a strong effect on writing quantity for elementary school students. This paper examined 20 empirical studies published between 19 by conducting a meta-analysis to measure the impact of technology on the writing performances of elementary students. Given the changing nature of literacy and the importance of early writing, integrating technology and writing in elementary classrooms provided a potential solution for this problem. The lack of specific instructional practice and adaptions have impeded students’ writing development. Concerns about learning how to write are ubiquitous in elementary schools across the world, one reason why this is the case is that many students received insufficient writing instruction in elementary classrooms.
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