Peer and Teacher Supports in Relation to Perceptions of Technology and Computer-Assisted Collaborative Writing

• In Event: Marriott Roundtable Session 9
  In Roundtable Session: Technology-Assisted Writing

Abstract

This study investigated peer and teacher technology support in relation to perceived technology usefulness and ease of use, and computer-assisted collaborative writing behaviors with a sample of 1307 Hong Kong primary school students from 55 classrooms (17 schools). Results of multilevel path analysis showed that class-level peer support had direct and positive impact on student-level computer-assisted collaborative writing, whereas the direct impact of teacher support was not significant. Peer support also had indirect impact on collaborative writing through the mediation of perceived usefulness. Teacher support had indirect impact on collaborative writing through perceived ease of use. The findings point to the importance of teacher and peer support in students’ perceptions of technologies and computer-assisted collaborative writing behaviors.

Authors

• Jing Wang, The Chinese University of Hong Kong

• Barry Bai, The Chinese University of Hong Kong

• Bin Shen, The Chinese University of Hong Kong