The effectiveness of technology-supported writing processes varies significantly by K-12 students' cognitive development levels, with different technologies being optimal for different age groups.

Objective: The study aimed to systematically examine the relationship between technology-supported writing instruction and deep learning approaches at the K-12 level, analyzing how various educational technologies influence writing skills across different developmental stages.

Methods: The researchers conducted a systematic review following PRISMA guidelines, analyzing 12 peer-reviewed articles selected from Web of Science, Scopus, ERIC, and EBSCO databases. The articles were published between 2013 and 2024 and were systematically analyzed based on methodological characteristics, purposes, and learning outcomes.

Key Findings:

• Primary School Level: Virtual and augmented-reality technologies significantly improved writing performance, particularly in text organization and creative writing skills.
• Secondary School Level: AI-supported systems enhanced analytical thinking skills and provided effective multidimensional assessment and personalized feedback.
• High School Level: NLP technologies and interdisciplinary applications strengthened higher-order thinking skills and writing abilities.
• Across all levels: Peer collaboration and feedback emerged as critical elements supporting deep learning.
• The effectiveness of different technologies varied according to students' cognitive development stages.
• Recent years (2020-2024) showed increased use of advanced technologies like SVVR, AI, and NLP compared to basic multimedia tools used in earlier studies.

Implications:

• The findings demonstrate the importance of matching educational technologies to students' cognitive development levels.
• The research suggests a more holistic approach to technology integration in education is needed.
• The study provides valuable insights for educators in selecting appropriate technologies for different grade levels.
• The results support the effectiveness of peer collaboration and feedback across all educational levels.

Limitations:

• The systematic review was limited to English-language articles only
• Only peer-reviewed articles were included, potentially missing relevant information from other sources
• The search was limited to specific databases
• The focus was exclusively on K-12 education levels
• The study adopted a qualitative and descriptive approach without quantitative impact measures

Future Directions:

• Conduct longitudinal studies examining technology use during cognitive developmental transitions
• Investigate the relationship between technology use and cognitive development through neuropsychological research
• Study the long-term effects of AI-supported writing systems
• Analyze technology-supported writing processes in different sociocultural contexts
• Update cognitive development theories in the context of technology integration
• Model deep learning approach applications in the digital age

Title and Authors: "The potential of deep learning in improving K-12 students' writing skills: A systematic review" by Mazhar Bal and Emre Öztürk

Published On: 2025 (Article in press, accepted December 30, 2024)

Published By: British Educational Research Journal (BERJ)

This comprehensive review provides valuable insights into how different educational technologies can be effectively integrated into writing instruction across K-12 levels, emphasizing the importance of matching technological tools to students' cognitive development stages. The study's findings have significant implications for educational practice and policy, suggesting a need for more targeted and developmentally appropriate technology integration in writing instruction.