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Extended Writing: Engagement with familiar technology
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Authors
Date
2025
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The case study explores an innovative approach to enhancing extended writing for pupils with special educational needs and disabilities (SEND) through the use of familiar technologies. Conducted within an educational setting, the project leverages collaboration among staff and specific pupils, focusing on removing barriers to learning and boosting student engagement.
Aims: The primary aim of the Lesson Study was to co-create a strategy that facilitates the removal of obstacles to extended writing. It sought to foster pupil voice and engagement with technology, allowing students to articulate their learning challenges while identifying effective strategies to overcome them.
Methods: The study employed a Lesson Study framework, engaging a cross-section of educators from various career stages. The process included gathering student perspectives, joint planning, and executing two lesson cycles over a span of four weeks. Ethical consent was obtained for the research, and the team focused on utilising technology as a tool to enhance learning experiences.
Findings: The findings revealed that using creative techniques to elicit pupil voice enabled students to identify and communicate their learning barriers effectively. Familiarity with word processing software reduced anxiety regarding mistakes, leading to increased self-correction and independent learning. The responsible use of technology not only diminished cognitive load but also afforded pupils extra time to monitor and evaluate their work, resulting in sustained engagement and improved performance in extended writing.
Implications: The study highlights the potential for collaborative approaches to be integrated into ongoing professional development in schools. The findings suggest that the careful integration of technology can facilitate meaningful learning experiences for students with SEND by lowering the cognitive barriers associated with writing. Furthermore, the focus on co-production with teaching staff and aides in developing tailored toolkits underscores the importance of strategic planning in educational practices aimed at enhancing student success.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), special school, pupil voice, familiar technology, extended writing