The use of digital tools to enhance writing in primary school through hybrid practices: a multisite qualitative study

This study explores the writing practices fostered by digital tools and the characteristics of the resulting narratives. Conducted with 64 students (ages 7-10) from second and fourth grades across public and private schools, the research employed a multisite qualitative methodology, including observations, student writings, and teacher interviews. Results revealed that the tools supported both writing to learn and learning to write practices. Narrative characteristics varied based on teachers’ objectives and tool usage, while between-group analysis showed a link between tool stimuli, narrative structure, and lexical diversity. These findings enhance understanding of integrating digital tools in hybrid writing practices in K-12 education.