Pen or keyboard in beginning writing instruction? Some perspectives from embodied cognition
Anne Mangen|Lillian Balsvik
Reading and writing are increasingly digitized at all levels of education, in beginning instruction, children often introduced to by using keyboards rather than pen-and-paper handwriting. The short-term long-term cognitive, educational socio-cultural implications such a transition largely unknown. In this article, we discuss some urgent questions relating the ongoing marginalization By reference extant research particularly addressing motor component writing, drawing on key theoretical insights embodied cognition, address role material affordances sensorimotor contingencies handwriting implements development basic skills.
Trends in Neuroscience and Education