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How Technology Is Enabling New Ways of Writing



Technology has altered almost every aspect of our lives, including writing. Technology continues to alter how we create, distribute, and read written information – from typewriters and computers to sophisticated digital platforms and software – this article looks at how technological advancements are making writing more accessible, creative, collaborative, and improving quality. For receiving reliable writing help visit essayservices for honest review!

Digital Tools for Writing

One of the major impacts of technology on writing is accessing digital tools that enhance and streamline its process. Traditional pen and paper have given way to word processors like Microsoft Word and Google Docs, with features like grammar check, spell check and formatting choices; these resources help authors produce crisper works while streamlining their writing process. For more tools, ask “is papercoach safe?”.

Scrivener and Ulysses provide authors with tools for managing complicated projects, like scripts and novels. These programs make it simple for writers to plan, draft, reorganize, and rewrite parts of their work, promoting an efficient writing process.

Software Enhances Creativity

Technology has also given us access to software designed to foster creativity. Writers may always have inspiration close at hand using apps like Evernote and OneNote, which allow them to jot down ideas, brief text passages, and research materials while on the road. Mind mapping programs like MindMeister and XMind help authors generate intricate storylines and concepts more easily by aiding the imagination and visualization of complex stories or ideas.

Artificial Intelligence (AI) has also had an impactful influence on creative writing. OpenAI-developed tools, like GPT-4 from OpenAI Labs, offer material production and enhancement suggestions and aid writers in overcoming writer’s block. AI platforms like this one provide writers with fresh motivation and support, making creative expression even greater.

Collaboration and Connectivity

Writing was once a solo pursuit, but thanks to the Internet, it’s much more communal. Real-time collaboration is enabled through platforms such as Google Docs, which allows multiple users to collaborate on documents simultaneously. Writers can instantly receive comments, share their work with colleagues, and edit as needed. This collaborative atmosphere strengthens ties among authors while improving output quality overall.

Thanks to social media and blogging services like Medium and WordPress, authors now have instant readership. Authors gain access to global reader engagement, criticism, publication opportunities, and reader criticism, increasing their readership and opening doors for discussion and the development of their writing careers.

Accessibility and Inclusivity

Thanks to technology, writing has never been more accessible to those with impairments. Speech-to-text programs like Dragon NaturallySpeaking make writing accessible for those who find typing by hand difficult. In contrast, text-to-speech devices in modern e-readers make reading material easy for those with visual impairments.

Writing workshops and online courses have made writing education more accessible than ever, with services like Coursera, Udemy, and MasterClass offering quality writing instruction from well-known authors and educators.

Improving Writing Quality

Technology has dramatically advanced writing standards with sophisticated editing tools like Grammarly, Hemingway Editor, and ProWritingAid that evaluate text for readability, style, and grammar and provide recommendations for enhancement. By employing these techniques, authors can increase the clarity and consistency of their writing while plagiarism detection programs like Turnitin and Copyscape ensure the uniqueness of authored materials and proofread their work against accidental plagiarized elements to ensure its originality.

Self-Publishing Opportunities 

With more writers having greater freedom to reach readers through their writing, digital publishing platforms have completely changed the publishing landscape. Authors may now access a worldwide public for their writings through self-publishing platforms like Amazon Kindle Direct Publishing, Smashwords, and IngramSpark, rather than depending only on established publishing houses to have their work noticed. Nowadays, authors handle every step of the publishing process, including their own writing, editing, sales, and marketing!

Writing for Diverse Media

Thanks to technology, writing has become more widely utilized than conventional print media. These days, writers provide material for video games, podcasts, blogs, social media, and even video screenplays. Each medium and audience demands different strategies and techniques; for instance, writing social media requires succinctness and interactivity, while scripting interactive storylines requires script writing skills. As writers adapt to these diverse mediums, they are constantly expanding their skill sets and exploring new ways to engage with audiences. 

Writing’s Future

Technology advances promise writing a bright future. Augmented and virtual reality (AR/VR) technologies could revolutionize narrative; writers could soon craft three-dimensional stories where readers interact directly with characters and settings.

Blockchain technology could revolutionize writing industry royalties and intellectual property rights. Authors’ intellectual property could be protected transparently and securely via smart contracts on blockchain systems, guaranteeing they receive fair compensation for their labor.


Technology has revolutionized the literary landscape. Thanks to digital tools and platforms, authors now have greater freedom to express themselves creatively while working collaboratively on higher caliber works. Writing will only advance further as technology progresses, giving authors access to new audiences while exploring uncharted territory – writing’s future looks bright with tech leading this exciting development!


Research reveals nearly half of children in Wales had additional learning needs



A NEW study has highlighted the prevalence of additional learning needs, formerly known as special educational needs, among under 16-year-olds in Wales. The findings come with a policy briefing, calling for a robust review of processes used to recognise such issues and more inclusive learning support for all children nationally.

The research and policy reports, led by the University of Bristol and funded by the Nuffield Foundation, found nearly half (47.9%) of children born in 2002/2003 were identified with some form of additional learning needs (ALN) at some point during their schooling. This was shown to have the biggest impact on academic achievement across all Key Stages of their education.

Lead author Dr Cathryn Knight, Senior Lecturer in Psychology of Education at the University of Bristol, said: “Our findings clearly challenge the notion that learning needs only affect a minority of learners. Key common factors increasing the likelihood of being identified with SEN also emerged, emphasising the importance of recognising the child’s environment and understanding their individual situation to effectively support their learning needs.”

Researchers from the University’s School of Education and Swansea University analysed data from more than 200,000 children in Wales, born between 2002 and 2009, to understand the levels of SEN and its impact on academic achievement.

Findings revealed that the earlier the additional needs emerged and were recognised, and the longer their education was spent with these known needs, the less likely they were to meet nationally expected levels of attainment.

Dr Knight said: “Our research suggests the former SEN system in Wales was unable to effectively support students to mitigate the negative impact of SEN on their grades. This underscores the substantial toll of SEN on academic achievement. To improve academic attainment levels in Wales, it is crucial to prioritise effective support for this very large group of learners.”

Learners having free school meals (FSM) throughout their education were found to be four times more likely to be identified with SEN compared to those not in receipt of free meals. Those born in the most deprived neighbourhoods were shown to be even more likely (4.6 times) to be identified with SEN.

The study also showed boys were much (5.5 times) more likely to be identified with SEN than girls. Children with higher school attendance had a lower likelihood of SEN identification and learners born in the summer, so younger in their year group, were three times more likely to be identified with SEN than those born in the autumn.

Dr Knight said: “This raises concerns about the effectiveness of SEN identification processes, particularly given the unexpectedly high number of learners identified with SEN. It suggests a potential issue of over- or under-identification of certain children.”

The main policy recommendations in the report were to prioritise inclusive educational initiatives that recognise and support all children. The substantial impact of SEN on children’s grades, raises questions about how children with learning needs can be supported to show progression within the education system. Therefore, consideration of more inclusive assessment practices is recommended. The report also calls for current methods used to identify learning need to be rigorously reviewed, with a new focus on ensuring accuracy, fairness, and inclusivity.

The research mirrors similar national findings. Evidence from the Education Policy Institute in England also found a high level (40.7%) of SEND (Special Educational Needs and Disability) identification. Other research, published in the British Educational Research Journal, has also shown that children with SEND in England are also far less likely to meet expected learning standards than their peers at Key Stage 1.

Dr Knight said: “We also need longer-term evidence within Wales and across the UK in order to develop a fuller understanding of the challenges. This includes possible systematic issues with how learning needs are recognised and their subsequent impact on attainment.”

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School children focus on Pembrokeshire’s renewable energy future



FENTON COMMUNITY PRIMARY SCHOOL welcomed renewable energy experts to help Year 5 and 6 learners broaden their knowledge as part of their Marine Energy Project.

During the summer term Blue Gem Wind, Pembrokeshire Coastal Forum and the Darwin Experience have discussed Pembrokeshire’s importance in the renewable energy sector and low carbon technologies with the school children.

Learners designed and built models of different anchorage structures for offshore turbines, and learnt from the Darwin Centre about the different marine organisms that might colonise them.

They pitched their design ideas, with a combination of class designs being built and deployed at the Marine Energy Test Area (META) in Milford Haven by Pembrokeshire Coastal Forum.

The visits have inspired many new ideas and possibilities for the future of the learners.

Summer Marshall (Year 6) explained: “It was a great opportunity for our designs to be actually made into something for a real-life purpose.”
“If it wasn’t for this project I wouldn’t have learned about the importance of marine habitats and how these are linked to our future,” added TJ Hill (Year 6)
“It is really important because a lot of future jobs will be based around renewable energy and technology,” said Milly Badger (Year 6).
“From having Blue Gem Wind, META and Darwin visit, it’s made me think about a job in renewable energy,” added Oscar Davies (Year 6).

Acting Executive Headteacher Gareth Thomas said: “The project has enabled development of careers and work-related experiences with our learners. Direct industry engagement has been crucial to motivate our learners to think about the future jobs in Pembrokeshire and the life they may lead here.”

Year 5 and 6 teachers Leah Hackett, Matthew Vaughan and Mike Lowde agreed that many of their pupils could work in the renewable industry in future.

“Hopefully, after this, we have a group of enthusiastic pupils who already have a keen understanding of the benefits of renewable energy and the place it holds in Pembrokeshire and the wider world,” they added.

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Pupils delight in ice cream treat from Pembrokeshire’s number one van



CHILDREN at Ysgol Caer Elen in Haverfordwest were treated to a delightful surprise on Tuesday when they were all given the opportunity to enjoy ice cream, generously provided by Mr McGeown and his family.

The delicious ice cream, a highlight of the school’s summer celebrations, was not just a treat for the pupils but also a testament to the McGeown family’s commitment to supporting educational projects. The funds raised by the family have been donated to the school, aimed at enhancing various school initiatives.

The joyous event was made even more special by the efforts of volunteers Martin, Sian, Amirah, Jack, and Alyannah, who served the ice cream. Their contribution ensured that the occasion was filled with a wonderful and happy atmosphere.

The school extends its heartfelt thanks to Mr McGeown and his family for their generosity and support. Their donation will play a crucial role in the continued development and success of school projects, benefiting all pupils.

“We are incredibly grateful to Mr McGeown and his family for their kindness and support,” said Mr Dafydd Hughes, the headteacher of Ysgol Caer Elen. “The ice cream treat brought immense joy to the children and added to the spirit of our summer celebrations.”

Ysgol Caer Elen, a pioneering Welsh-medium school catering to students from ages 3 to 16, prides itself on its vibrant community and commitment to high-quality education in Pembrokeshire. The school’s ethos centres on creating a caring and inclusive environment where every pupil is encouraged to achieve their best and develop their skills for the 21st century

The community looks forward to seeing the positive impact of the McGeown family’s contribution, as the school continues to thrive with the support of dedicated and caring individuals.

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