This weekend, I began working with teacher leaders from the Columbus Area Writing Project on the hybrid course we are calling “Teacher Leadership in Teaching Digital Writing.”
I’ve been fortunate enough to make many trips to Columbus in the last few years, and look forward to having this opportunity to work with these NWP colleagues as they prepare for their two-week Summer Institute as well as advanced institute for teacher leadership in digital writing.
We began Friday night by looking at one of Clay Shirky’s TED Talks, and in thinking about the implications for our classrooms and professional development work, specifically as it relates to the changing environments and expectations for writing in an era of the common core standards. This initial conversation generated a number of inquiry questions and ideas including thoughts about how we can value the principles of good writing instruction over technology tools as well as how we can invite our colleagues into these broader conversations about the changing nature of literacy.
We then went on to identify a number of our concerns through the “yeah but, yes and” activity used by many theater companies, and more recently as a training exercise for MBA students. We ended Friday evening by generating a list of potential technologies to explore together over the next few weeks, including Google Communities where we had already begun a conversation.
This morning we began by looking a the chapter I’ve been writing about our experiences in the Chippewa River Writing Project end how we have positioned ourselves as an “digital writing project,” embedding a variety of technologies and new literacies into our practices. While generally complementary, we were also able to generate a thoughtful discussion about how technology can have positive — and potentially negative — influences on teacher identity, and how sharing work publicly online can affect the ways in which teachers express themselves and choose to write.
The remainder of the day was devoted largely to a deeper exploration of the technologies that participants identified Friday night as being potentially valuable for our work together over the next few months. In particular, we delved deeper into the possibilities with Google+, Twitter, and Flipboard. Here are some of our notes:
- Easy integration with all Google services
- Easy to add members
- Conversations get lost quickly from home page/lack of threading
- No way to upload documents easily
- Being in real time is a challenge in certain situations
- Possibilities for conversing with more than one person
- Having a much larger group work, writing groups
- Someone is in their classroom, in their school and they want some feedback from other people who are in other places
- Documenting and saving the comments and responses
- Moving beyond Skype to use as a way to collaborate across classrooms
- Get together on early-release days with cross-school teams
- Giving an oral presentation and receiving feedback from the chat room
- Connecting with kids outside the classroom
- Creating a panel of experts
- Constraints of space make you choose what you are going to write and share; gets to the essence
- Connect quickly with people whom you would never connect
- Who you choose to follow — finding the educational resources — who am I choosing to follow, and why?
- RSS in Plain English Video
- Great for keeping up with your PLN, integrating Google Reader feeds
The three books that we are going to read are:
- Carr, Nicholas. The Shallows: What the Internet Is Doing to Our Brains. First ed. W. W. Norton & Company, 2010.
- Rheingold, Howard. Net Smart: How to Thrive Online. The MIT Press, 2012.
- Warschauer, Mark. Learning in the Cloud: How (and Why) to Transform Schools with Digital Media. Teachers College Press, 2011.
Overall, I feel like this initial plunge into digital writing and teacher leadership was a successful one. As we concluded the day today, they generated a number of additional ideas and inquiry questions:
- What leads to and then feeds thriving digital writing communities for students and for teachers (and are those the same thing)?
- How do we put everything together in a coherent, usable way?
- How do I act as a learner and a leader at the same time? What is the balance of teaching and learning at the same time?
- Where do I find the time to learn it and then be able to teach it? Giving myself permission to be less than expert in it.
- If you are working with in-service or pre-service teachers, how do you address the tension between the teaching of writing and the learning of the tools?
- The potential for balancing potential use with triviality — how do we sort out and sift through what is trivial and a waste of time as compared to what will lead to meaningfulness and depth?
Over the next few weeks, we will be meeting once a week via Hangout or Twitter chat to share our experiences, discuss readings, and think about plans for their site as they create future professional development opportunities. At some point in the near future, I am hoping that we will be able to make some of our work public, and this is certainly a rich experience for me as well as I think about future models for professional development and learning and hybrid or mostly online scenarios.
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