Earlier this month, Kristin Ziemke and I co-authored a blog post in response to Nancie Atwell’s blog post about the role of technology in her classroom. In short, the response to our response has been, well, overwhelming and positive. As so many of us in the world of English language arts prepare to head to DC this week for the NWP Annual Meeting and NCTE annual convention, I wanted to capture just a few of the smart, thoughtful, and creative ideas that our colleagues have shared over the past few weeks. A few other edubloggers have jumped in with their insights:
- Julie Johnson reminds us how “When using technology in thoughtful and authentic ways, our students are given one more avenue for both consuming and producing text. In a true digital workshop, students have choice in how they read, respond, and write. Sometimes they choose traditional tools, at other times they chose digital tools.”
- Franki Sibberson demonstrates that, in a “workshop of the possible,” digital reading and writing are parallel to print literacies because “The key is that the teaching focuses on the writing, not the tool.”
- Cathy Mere describes the possibilities of what technology can offer her students including the fact that digital tools are “ONE option of many possibilities,” “A way to connect with other learners,” and “A place for students to have a voice TODAY.”
- Finally, Jessica Lifshitz rethinks how her students work as readers: “Because now we are not just reading alone in our classroom, now we are reading in a great big world of readers. And it feels so much bigger, and better, than just us.”
It is simply amazing to me how powerful teachers’ voices can be when we reach out and share our thinking. I look forward to doing much more of this over the coming week at NWP and NCTE 2014, as well as on our new Teacher-Writer Network page on FB.
Thanks again to all of you for sharing your insights on teaching digital reading and writing. Let’s keep the conversation going.
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