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Word processors are programs specifically designed to manipulate text. In other words, word processors are commonly used in typing, editing, formatting, and possibly printing the final document. Since computers and other technologies were invented, students lives like many other groups of people have gradually been altered. Indeed, computers have simplified students learning process.
According to Hawisher et al, (1996.p.68), computers have not only helped students do research, but have also provided a platform for efficiency. Students can do their research conveniently using the internet and word processing programs. Further, by incorporating internet tools such as search engines, students can access a wide range of resources since search engines have become digital libraries. Word programs have strongly developed and expanded knowledge of; students, professionals, and researchers thus contributing to the amicable discharge of their responsibilities Hawisher et al., (1996, p. 204).
Creative or composition writing is one area used to determine the impact of word processors on students. Creative writing has utilized students creativity by providing facilities such as spell checkers, vocabulary, and idioms among others. This is in contrast with conventional methods, for example, a pen and paper. It is easy to rate students performance using word processing programs than say using traditional methods. Besides, easy access, availability, and strong support in learning institutions have contributed to the widespread use of word processing programs among students. Habitual use has created dependency, thus encouraging laziness among students. Research by Shelly et al (2009, p.97), indicates that advanced features encompassed in word processing programs such as an integrated dictionary, synonyms, among other useful utilities, simplify students thinking thus, encouraging laziness.
Educators contend that templates, when used by students in automatically checking, correcting, or formatting documents, can help students strengthen their grammar basics. Word programs can aid students load by allowing them to concentrate more on topics that need urgency, thus improving efficiency and grades. According to Woolfolk (1996, p.222), some students assert that word processing programs are a blessing since they can help students exceed deadlines in the sense that it simplifies typing, editing, and formatting thereby saving a lot of time. Contrary, student laziness may be learned more from texting; where they quickly get used to avoiding capitalization, punctuation, and other grammar requirements.
Over the years, students ability to edit written work has gone down; this can be partially credited to the ease of using word processing software (Shelly et al., 2009, p.69). Since most learning and other institutions adopt word processing programs, it is a necessity for each student to master tools that confirm his or her writing skills. Word processing tools such as referencing help in building and enhancing the vocabulary acquisition of students.
Students trust word programs because they simplify tasks and save time. Also, the students find themselves frustrated when forced to use reference books or devise multiple pages and handwrite them without word processing programs or referring to the internet. Despite word processing programs being wonderful tools for educational purposes, it is important to teach students ethical skills such as editing on their own, processes of writing, and reverse editing. This will ensure that word programs are used in an intended way. Hawisheret al. (1996, p.96) notes that, in todays world, technology has become intertwined with everyday life. It is, therefore, difficult to isolate students and technology.
One of the ways to improve the writing skills of students is by encouraging them to pre-write assignments on paper by hand. This will ensure they approach their drafts to the final paper and after composing. Writing several materials makes students pursue their progress and see where they make repeated mistakes in their writing. When allowed to type their work, it is easy to evaluate their writings as they will be reading as they type.
Word processing programs give several benefits to students. Apart from making writings appear neater and longer than compositions done on paper, they enhance professionalism (Shelly et al., (2009, p.46). There is a likelihood of word processors producing simple and shorter sentences that are straight to the point. Using the features included in these programs, for example, spell checkers, students can immediately get feedback on errors they make while writing. This enables them to correct them as they continue, thus saving time, as they write more and more materials they learn to become independent writers. However, the capability of word processing programs in correcting grammatical and spelling mistakes limits students to embrace creativity. This is because, students develop a habit of making conscious grammatical and spelling errors since they know word processing programs will fix the errors (Shelly et al., 2009, p.78). This tendency to make errors can in turn affect their writing, especially, during tests and exams.
In conclusion, word processing programs not only help students complete their assignments on time but also, help to answer the question of whether these students can self-sustain without technology at their disposal. Compared to unconventional methods, students had simple but sharp grammar skills. The continuous use of word processing programs should be closely watched to avoid a decline in overall student writing capabilities. Besides, students should manually confirm spelling, referencing techniques, and grammatical errors to enhance their creativity. This can help them effectively write speeches and essays. However, overuse of auto corrects and grammar checkers will only increase laziness and overconfidence.
Reference List
Hawisher, G. E., Gruber, S. & Sweany, M. F. (1996). Computers and the Teaching of Writing in American Higher Education. New Jersey, NJ: Ablex publishing.
Shelly, G. B., Vermaat, M. E., & Quasney, J. J. (2009). Discovering Computers 2010: Living in a Digital World. Boston MA: Cengage Learning.
Woolfolk, A.E. (2006). Educational Psychology. New York NY: Longman.
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