Is Handwritten Communication a Dying Skill in the Education System?
The purpose of this paper is to develop a new theory about the decline of handwriting and the effectiveness of handwritten communications based on the experience of some teachers. Over the preceding years, handwriting has attracted attention as handheld devices have become more prevalent and are superseding handwriting in schools. Teachers in the classroom are experiencing the effects of poorly handwritten work due to factors beyond their control. A qualitative study, grounded theory design, using interviews, was used to explore first-hand lived experiences and perceptions about handwriting and to attempt to understand what factors, if any, and what theoretic model, if any, explains the effectiveness of handwritten communications and the decline of handwriting skills perceived by seventeen teachers, from a learning center and a private elementary school. Results of the study include the interrelationships between handwriting skills, ideas, brain, and academic performance. Additionally, the replacement of handwriting by technology, techniques and strategies for improving handwriting education, and required support are discussed. The results of the study may be of interest to educators and policymakers who need to make decisions on subject content taught in early childhood.
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