Children's perceptions about writing with their teacher and the StoryStation learning environment

This paper explores children's attitudes and opinions about their experiences of writing stories in class, and with the StoryStation writing environment (Robertson and Wiemer-Hastings, 2002). Drawing on evidence from questionnaire and focus group data from a field study of sixty 10 to 12- year-old pupils, it examines how children compare their interactions with an intelligent tutoring system to learning with the teacher. While the children appreciated the benefits of working with StoryStation, it is clear that the use of such interactive learning environments must be carefully integrated with existing classroom practice.

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