Category: Social Networking

All things related to social networking (and related controversies)

Catching My Breath After #engchat

So, I just finished hosting the lightening round of Tweeting that is know as #engchat (wiki link).

I sat down sat down at Panera with my bread bowl at about 6:45, thinking that I would have time to eat and follow a casual conversation. An hour later, there were so many great ideas that emerged that I barely lifted my fingers from the keyboard, let alone my spoon. That said, I just want to catch a few of these ideas, and a few bites of my cold soup, before the restaurant closes!

  • Even in a world of hyper-connected English teachers, we are still asking the right questions, both about teaching and technology. About access, both to the net and the tools. About teaching, both the content and the process. About assessment, both how and why. I really appreciated the questions that people asked, especially how they forced me to keep coming back to the writing and the writer, not just talk about tools.
  • No matter how little or how much access we (and our students) have, we need to continue advocating for more. Milton Chen in Education Nation talks about how 1:1 access is a digital civil right, and this conversation on #engchat tonight reminds me of that. Both the chat itself (the skills and processes that I needed to engage in a twitter-based chat with colleagues is both a mental and technical challenge, not to mention how to stay focused) as well as the topics that it raises (when, for instance, do we want students to attend to an online chat as compared to a face-to-face one?) remind me of how incredibly complex this thing called “digital writing” really is. It is both immediate and archived. It is both multilayered/multithreaded/multimodal, yet intently personal and focused. It can enrich our minds and offer us alternatives, or it can drive us to distraction. When and how do we teach digital writing so that it can be useful and productive?
  • There are incredible possibilities. One thread of the conversation spun off into the possibilities of gaming and how one teacher, Carl, uses Scratch with his middle school students. Showing the potential for interactive media as a space for storytelling (even if it is not “gaming” in the sense of programming and designing a full narrative with complex options), this example shows the ways in which a student can work to think through the process of writing in a different form. At one point, someone in the #engchat asked something similar to “what isn’t writing then?” and I think that it raises a good point. Whether spoken, printed, or otherwise designed with media, I think that “writing” is intentional. It involves an act of planning, revising, and producing. This Scratch example, to me, is clearly writing.

Those are some brief, initial reflections. I am so thankful for having had the chance to lead the #engchat session tonight, as it gets my new year and new semester off to a good start, helping me rethink what it is that I hope to accomplish in my teaching, research, and writing in the coming months.


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(Still) Learning How to Be a Digital Writer, Digital Teacher

As I whittle away some time between flights on my way to visit colleagues at the Boise State Writing Project this weekend, I finally have a few moments to capture some thoughts about my experience leading the book club conversation on the English Companion Ning during the month of September. Overall, I want to start by saying that it was a positive experience, and that I was energized by the participation and enthusiasm of the 100+ members who joined in the conversation. So, my comments below don’t reflect negatively on them… it is more of a musing about what it means to be a digital writer and digital teacher, even when technology doesn’t cooperate. With the smart, collegial nudge from Kevin, I offer some thoughts on what I had hoped to do over the course of that book club discussion, as well as what really happened.

Week One: (Mis)Adventures with a Webinar
In the first week of the discussion, we got off to a wonderful start with some pre-discussion threads that led nicely into a conversation about how we are using digital writing in our classrooms this fall. There were many thoughtful conversations that happened on the forum (which I hope to reflect on in more detail in another post), and I wanted to have an opportunity to more directly address some of the questions that were emerging. So, I signed up to host an Elluminate session through LearnCentral. I thought I had gone through the steps necessary to have a full session, not the kind that was limited to only three participants. I broadcast the URL on the ECNing and on Twitter, and anxiously awaited the opportunity to chat with people in the webinar.

What happened, unfortunately, was that I had signed up to host only a three person “room” with the free version of Elluminate and, once I had logged in, only two others were able to join me. Notes appeared on the ECNing and via Twitter, and I quickly had to change gears and launch a chat in an alternative space, a Meebo chat room. That, too, gave me difficulties as I had to login (after not using Meebo for almost two years) and finding a stable URL for the chat room to share with people. Eventually, we were able to make it in, and about 15 people were in the conversation at one point.

As with all things tech, I realized again that I needed to have a back up plan for when something didn’t work the way that I wanted. My pedagogical goals were still accomplished, but only after dropping five and punting, which was frustrating. It reminds me that I (and all teachers, for that matter) need to have a certain level of TPACK in order to make plans, and contingency plans, on the spur of the moment. Fortunately, people were able to follow me to Meebo, although I am not sure how many. They had to have a certain level of experience to know that it was a problem with Elluminate, not them, and then to navigate their way to Meebo based on my updates. That takes some initiative and skill, which is tough to coach when I, as a teacher, was not able to really talk with them. While I was hoping for one experience, I had to settle for another, yet still held tight to my purposes (talking about the issues raised in the forum through an interactive chat). From this, I am reminded that we can meet our pedagogical goals using a variety of technologies, yet both teacher and learner need to have some level of expertise with navigating online spaces and be highly motivated to participate.

Week Two: A Voice(less) Thread
The second week, I wanted to create an interactive, multimedia experience through which we could all contribute to a conversation about a piece of student work. Voice Thread seemed to be the logical choice for this. So, I created a Voice Thread about Looking at Student’s Digital Work, and posted it to the ECNing forum with some discussion points for people to respond to. I welcomed comments on the forum, as well as on the Voice Thread itself, where people could leave voice, video, or text comments right there. I sent out the email to the book discussion group, and waited for replies. Kevin replied quickly to let me know that I had to adjust the settings on the Voice Thread to make it public (a point I will come back to in a moment).

By the middle of the week, there were only a few replies, and one person emailed me to say that this was a big jump for most people — moving from a text-based discussion thread on the ECNing to a Voice Thread — and that they may not have know what to do, both in the practical and technical sense. While many people still seemed comfortable with the process of reading and replying to discussion threads on the ECNing, suggesting/encouraging alternative discussion formats without the opportunity for explicit coaching and mentoring stifled the conversation. Also, it could just be that people got busy with back-to-school work, but I seem to think based on the initial technical difficulties of not being able to post, combined with the hesitation that many people may have had about moving their conversation to a Voice Thread, I inadvertently made a pedagogical move that, instead of opening up conversation, unfortunately shut it down.

As I continue to think about how and why I would invite fellow teachers and students into a Voice Thread, I think back to our brief experience using that tool in the CRWP summer institute and to this conversation on the ECNing. I am still not exactly sure why the technical problems with Voice Thread occurred in the manner that they did, but I do know that, again, I had tried to make a technological move that didn’t work with the pedagogical goal I had in mind. This time, I failed to drop five and punt. I just turned the ball over on downs, and let the week’s discussion remain stagnant, both on the Voice Thread and the ECNing. In a classroom situation, I couldn’t have let that happen, but I was able to in this case given the context of the situation. Not a teaching move that I am proud of, and it makes me think about how I might recover from such a situation in the future, both in face-to-face and online teaching. I’m still thinking.

Week 3: A (Semi) Failed Attempt to Teach Both F2F and Online
Knowing that I would be delivering an opening session at the Eastern Michigan Writing Project‘s “Writing Beyond Expectations” conference at the end of my third week of leading the book club, I had thoughts that I would create a video stream of the session for others to join into the conversation. Having cleared it with colleagues at EMWP and knowing that I would have a wifi connection that would handle the stream, I sent out a note to the ECNing and on Twitter to join in the next morning. As luck would have it, this would be strike three.

As soon as I connected to UStream and had a signal, I sent out the tweet. I tested the broadcast in another browser and it all looked good. As the time to begin the presentation neared, however, UStream lost connection to the server. I don’t know exactly why this happened — was it a UStream error, a wifi error, or user error? It doesn’t matter because, again, the technology that I had hoped to use failed me. This time, I had no backup, although I am sure that I could have tried to get another service to connect and stream if I had wanted to. But, I had no time since the presentation was starting with the audience in front of me waiting.

Also, Sara and I had hoped to have a back channel conversation occurring on a Google Doc, but because of our set up in the room (two computers running, with one unable to connect to the wifi), and the fact that many participants couldn’t connect either, I was stymied. Luckily, I was able to jump from one computer to the other and deliver my Prezi, with the few people who were able to get on the Google Doc adding some ideas. In my evaluations, many people expressed frustration with the pace of my presentation and the fact that they couldn’t get online. I know I was moving at a speed that assumed most people were online, but I wasn’t able (or, at the very least, didn’t take the time to) confirm that this was the case. Because of this, people in the room weren’t able to engage in the ways that I had hoped they would, and there certainly was no external audience either. Again, the technology didn’t work in the way that I wanted, and while we were able to recover and still have a good presentation overall, I agree with some of the comments from participants that what I did was not immediately applicable to their classrooms because, well, it just isn’t practical to fumble so much during our limited class time.

As the presentation continued and I was asked smart, hard-hitting questions about how and why we should continue to use technology when, not only in my own presentation but also in the schools in which we work we can’t rely on the technology to do what we want or need it to do, I continued to answer with my belief that we are still able to use technology now in more flexible and robust ways than we were able just a few years ago. I still believe this, and I think that technology can allow us to write beyond expectations, as I shared in an earlier blog post. Yet, these are important questions when, for the third time in three weeks, the technology guru was stymied. I began to wonder about my own stance related to technology use and I shared my frustration on Twitter. And, as I noted before, Kevin encouraged me to write and think about this experience, and here I am.

Closing Thoughts
As much as I want to say to say that I have clearer answers about why and how we should use technology to teach writing after this experience, I simply don’t. What I do know, however, and have reaffirmed through this experience, is that online and face-to-face networks of teachers who work together have the potential to make substantive changes to their teaching practices. n particular, by working together to use technologies in new ways, we can see what works, when it works, and why it doesn’t work. I am glad that I shared these “failures” in front of my colleagues because, as I noted above, it shows that even the “tech guru” doesn’t even have all the answers. Yet, I keep asking the questions and trying things out. That’s the philosophical response.

Here is the more practical response, for those who are teaching other teachers about digital writing, as well as for those of us who want to integrate digital writing into our own classrooms. When introducing a new technology/digital writing practice into our teaching, make sure that you are building on an established practice, and make sure that you have a back up plan. For instance, I wanted people in the session to be able to contribute to a collaborative Google Doc during the presentation. Many were not able to, and I simply asked them to write down (on paper) words and phrases in my talk that sparked other ideas for them. This led to a turn-and-talk moment, and we were able to move forward from there. When Elluminate didn’t work, and we couldn’t literally talk through our ideas in that forum, we switched to a chat room which, while clunky, still worked.

I wish that I had a particular plan to share with you for how to use all different kinds of technology for all different situations (when, for instance a wiki is better than a Google Doc, or which program you “should” use for digital storytelling). Yet, what this experience leading the discussion on the ECNing, and the associated failures that I had with it, remind me of is the fact that we really can’t have a strict blueprint. This is the reason that we have to think about our teaching with technology from a broader perspective, thinking about how to build our own TPACK through our own personal exploration, play, and failure. I am thankful that I continue to have opportunities to read, write, and teach about digital writing in a variety of contexts, and to learn from my mistakes.

So, I end this post where I began it… with the energy and enthusiasm of those teaching in their own digital writing workshops. At the end of September, Joel Malley represented the NWP on Capitol Hill, and shared this video about his digital writing workshop. I appreciate what he is doing with and for his students, and for all of us, in providing this vision of what it can mean to teach digital writing and it reminds me that, at the end of the day, we are all still learning.

Writing in the Digital Age from Joel Malley on Vimeo.

Thanks, Joel, for sharing this resource, and Kevin, for prompting me to write this blog post.

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Writing Beyond Expectations

Tomorrow, I have the privilege of keynoting the Eastern Michigan Writing Project’s fall conference, “Writing Beyond Expectations.” I have been giving a great deal of thought to the event, and as both a teacher educator and writing project director, have been trying to figure out how to frame my talk in light of the conference theme. Content standards and expectations, of course, come to mind when I first consider this theme, yet I have been thinking more and more about the expectations, both tacit and explicit, that we have of ourselves as teachers of writing and, equally important, that we have of our students. So, with that in mind, I am going to think through this idea of “writing beyond expectations,” especially in light of digital writing, through these three lenses: our content, our students, and ourselves.

Writing beyond content expectations

As we consider the many pressures exerted on us from state and now national content expectations, certainly we could feel angry, frustrated, confused, or downright indignant about the fact that, without much input from educators, we have had yet another set of standards put upon us and our students. And, while political opinions on this abound, I want to think for a moment about how we can use the new core standards as a place to begin, a place from which we can write beyond the expectations. In particular, I am interested in exploring how the three genres represented in the standards– argumentative, informative, and narrative — can be enhanced by digital writing.

Argumentative expectations include clear statements of one’s claim, evidence of support, and acknowledgment of counterarguments, and digital writing tools can provide opportunities for students to present their work in this mode through a variety of media. For instance, we can invite students to create podcasts in which they perform a dialogue — perhaps scripted, perhaps not — where they present their side of an argument and engage in conversation with someone holding the opposite view. We can invite them to post public service announcement videos on YouTube or Viddler, then annotate those videos with comments about effectiveness of the rhetorical strategies the writers have used. We can also invite students to create VoiceThreads around a particular topic, or engage in conversation through a social network or blog.

For informative writing, students are expected to examine a topic and support it with relevant details, including domain specific vocabulary. We can invite them to create hypertexts — via blogs, wikis, or websites — where they divide up their information into sub-pages, thinking about about when and where to insert hyperlinks to both connect their own pages and link to others. In those pages, they can think about how additional audio, video, and images can be used to provide support for the information they are trying to present. Also, we can teach them how to research with RSS and advanced search, as well as how to cite their sources with social bookmarking and online citation tools.

Narrative expectations also provide us with opportunities to explore digital possibilities, including ones to develop dialogue, characters, setting, and the arc of a story by blending words, both spoken and written, with images, music, and sound effects. Modeling a narrative in a manner similar to stories that one might hear on This American Life would be one option to pursue if using podcasting. Also, digital storytelling provides students ways to create multimedia videos that build from the mode of memoir, where the whole story really becomes more than simply the sum of its media parts. Other narrative examples that I have seen include a choose your own adventure story that has grown organically on a wiki, or the use of tweets or status updates that tell a story.

All of this is just to say that when we invite students to write beyond content expectations — considering the different ways in which we can represent argumentative, informational, and narrative modes through different media — we will give them opportunities to express themselves in different ways, always considering the audiences and purpose for their writing. Which leads next to helping students as they learn to write beyond themselves.

(Students) Writing beyond themselves

When we ask students to write, we certainly want them to meet our academic standards, yet we also know that they are trying to learn how to be writers and, perhaps even more importantly, reply to the writing of others. In this sense, we need to expect that students will write beyond themselves. By this, I do not mean that students will necessarily try to write more lengthy, complex pieces than what they are ready for, although that can sometimes present them with welcome challenges. Instead, what I suggest here is that students write beyond themselves first by focusing on external audiences and purposes and, second, by learning how to respond to others, especially through digital means.

First, I believe that students should write for external audiences, as all teachers of a writing workshop approach have advocated for over the past few decades. That said, the internet makes these external audiences much easier to communicate with, although it is not enough simply to have students post to a blog and call it good. Cultivating a community of digital writers is a task that teachers need to take seriously, which leads to the second point. A digital writer needs to be both a writer and a responder. When trying to learn about their audience, students should take the opportunity to get to know them by reading what they have written and then engaging in response. Fan fiction communities, where veteran writers mentor newer writers are a great example of this. Moreover, it is nearly as easy to respond to a digital text through talk as it is through type. Digital writing happens, in large part, due to the fact that it occurs in a network (or across networks), and expecting that students will write — and respond — beyond themselves is of critical importance for them as they become digital writers.

Writing beyond ourselves

In this sense, we want  to build on our long-held belief that teachers should be writers, and expand our understanding of who a teacher as writer actually is. What does it mean for us, as teachers, to be writers? To be digital writers? Teachers who write make better teachers of writing and, in turn, teachers who are digital writers make better teachers of digital writing. Yet, if digital writing is scary in and of itself, then teaching digital writing is probably even more of a frightful leap for most of us. Not only because we feel that we want to be “in charge” of our classroom or that we want to look nothing less than knowledgeable in front of our students, but because understanding of what digital writing is, and what it can do, is limited both by our own experiences as writers, as well as the resources present in our schools and classrooms.

In the past few years, and even in an online conversation I have facilitated this month, I have heard nearly every reason why we shouldn’t teach digital writing — from issues related to the digital divide to the lack of time we have to cram yet another thing into our curriculum to concerns about filtering and our inability to get to websites and install programs on our computers. I hear, and understand, these concerns, yet my response now — even more so than what I would have been comfortable saying just a few short years ago — is that we need simply to move forward. Even two years ago, I would have had trouble making the claim that students could have access to a word processor outside of school and be able to save their work whether they are at school, at home, at the library, or on their mobile phone. But, now, nearly all of them can. In short, we are at a point were access is, quite nearly, ubiquitous when we use cloud computing applications, and I don’t think that we have any excuse anymore for not engaging students in digital writing.

Also, we need to ask ourselves, “What does it mean to be a writer in a digital age?” When and how do we use images, sounds, and music to support our arguments, descriptions, and stories? When do we post to a blog as compared to a wiki? Why would we want to use either, or would we want to use something else instead? In what ways can we think about our own writing practices — from emailing and texting, to writing letters and lesson plans — and how we use digital tools in a variety of ways to draft, revise, and publish our work?

As we think about our content, our students, and ourselves, we need to learn to write beyond our own expectations. We need to think about the ways that we ask our students to be digital writers by being digital writers ourselves. As we turn our attention to your classrooms throughout the rest of this conference, I invite you to think about how we can write beyond expectations as we compose our classrooms, and craft our digital writing workshops, both today and as technologies, students, and our culture continues to change.


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Please Join in the Conversation on the ECNing

Over the next few weeks, I will be hosting a book club discussion on my book, The Digital Writing Workshop, on the English Companion Ning. As the discussion moves forward, I am imagining the ways in which we can employ other spaces and tools for discussion, as outlined in this post that I made to the EC Ning earlier today:

Welcome to our ECN Book Club discussion of “The Digital Writing Workshop.” I thank all of you for your initial pre-discussion questions and look forward to a month of great conversations. The timing for this discussion is perfect, as we are all thinking about how to establish the routines and expectations for our own writing workshop classrooms this fall, and I hope that we can use our collective knowledge about writing and technology to share examples, ask questions, and learn from each other.

I will start another thread with the actual first discussion topic later soon, but for the moment I have another question related to how we can imagine other spaces in which our discussion might take place. In talking with Jim about possibilities for what we might do in the coming weeks, I mentioned the idea that some of our discussion would, obviously, occur on the ECN discussion forum. Yet, I also want to imagine how we can use digital writing tools to move our discussions into new directions and spaces.

For instance, I am considering the following and would be curious to hear what other ideas you might have. Who would be interested in the following:

  • Sometime in the next week, host a “kick off” Elluminate webinar session through LearnCentral. Would Tuesday, September 7th at 9:00 PM EST work for some of you?
  • We are all familiar with the idea of using discussion forums, as evidenced by our participation in the ECN. What is we use some read/write web tools such as VoiceThread, Glogster, Prezi, or even something else to show how we are creating a digital writing workshop in our classrooms? Maybe we could even start a generic account with Screentoaster or Jing where we share “tours” of our digital writing projects/assignments?
  • On September 25th, I will be delivering a keynote address at the Eastern Michigan Writing Project’s “Writing Beyond Expectations” conference at about 9:00 AM EST. How might we create a live broadcast and back channel conversation for that morning using tools like UStream, Google Docs, and Twitter?
  • So, please help me think through this — what can we do to augment and extend the discussions that we are having on the ECN discussion forum with these digital writing tools?

No matter where we have them, I look forward to the many conversations that will come in the weeks ahead!

So, please do join the ECNing and let me know how the conversation in the coming weeks might unfold.


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Notes from Thursday Afternoon Sessions at SITE 2010

A smorgasbord of sessions from SITE 2010 with the notes I was able to catch from each (some more than others)… enjoy!

Technology Enhanced Collaboration – Schools and Teachers Engaged in Professional Development
Tim Frey, Kansas State University
  • Context
    • Two districts that are 65 miles apart and both rural
    • 20 teachers, K-12 (web cam and stipend)
  • Online facilitation through KState Online
    • Primarily used video postings
  • Project-based professional development
    • Series of relevant tasks that serve as a stimulus for critical thinking and knowledge building (Howard, 2002)
    • Relatively long-term, problem-focused, and integrate concepts from previous learning
  • Design of TEC-STEP
    • Structured a step-by-step intervention project
    • Collaborative learning community
    • Extended engagement in activities
  • Project examples
    • Using webcam to improve reading fluency
    • Student created video for parent/teacher conferences
    • Students recording stories to be “read” to preschool classroom
    • Peer tutoring videos in math via VoiceThread
    • Teachers recording lessons and allowing students to view them as podcasts
    • Using video projector to add to content presentation
    • Social skills modeling and role play
    • FFA recording for presentations
  • Preliminary results
    • Developed collaborative relationships across districts
    • Creating a supportive group of professionals who are willing to take risks
    • Most teachers chose to use the web cam as a part of the project
    • Most projects were student-centered
    • Even minimal project reports were inconsistent and seemed challenging
Developing a Framework for Teacher Professional Development Using Online Social Networks
Kinnis Gosha, Clemson
  • The main point:
    • To develop an application that enhances professional development by harnessing teacher connections on online social networks
  • Current PD process:
    • Required by admin, options given by admin, self-initiated, hybrid
  • Challenges:
    • Teacher diversity and different interests
    • Teacher feedback is inconsistent
    • Milestones vs. Opportunity — some see it as something they have to get through, others see it as a real opportunity to learn and grow
    • Various teacher groups within and across districts
  • Online social networks (OSN)
    • How do I make it? From scratch? Customize existing networks such as Facebook, MySpace, Twitter, LinkedIn, YouTube
    • Do teachers really use online social networks? Do they use them for personal reasons, or professional ones? Would they be willing to participate and give feedback in an OSN?
  • Survey results
    • Many used Facebook, MySpace, Twitter, and YouTube, but in different ways
    • Only about 50% likely to give feedback, and split on comfort level in participation (35% willing, 35% not willing, 30% said it depends
    • Teachers don’t trust Facebook
  • Goals:
    • Fill in domain gaps
    • Learn more regional PD trends
    • Distinguish pre-recession and post-recession PD procedures
    • Recommendation of tool features

Mobilizing Educational Technologies in a Collaborative Online Community to Develop a Knowledge Management System as a Wiki
Nancy Copeland and Anne Bednar, Eastern Michigan University

Digital Storytelling Viewed Through a Post-process Lens
Martha Green, Texas A&M
  • Educational context
    • NAEP Writing Assessment showing 33% proficiency at 8th grade
    • Integrating technology into all methods classes
  • Post-process theory: Writing is public, interpretive, and situated; communication is a cultural activity; reading and writing is an active construction
    • Seeks to use life experiences that students bring into the classroom
    • Places interest in the meaning of the work at the core of the experience
    • Trimbur — university classes have lost the view on the “circulation of writing”
  • Connecting post-process to digital storytelling
    • Adaptation of oral storytelling
    • Intentionality, reflection, self-evaluation, and revision
    • Written to be shared; private to public
  • Methodology
    • Culminating project of the semester
  • Observation
    • Sharing their stories was an important part of their experience
  • Results
    • Pre-service teachers felt empowered by the process of reflecting on a past event and constructing a digital story about it
    • Would use digital storytelling in their own classroom
  • Digital Storytelling Resources from WorldRoom Website

Effectiveness of a Hypermedia Video Case-Based Library for Inservice Teachers’ Professional Development
Mary Cockburn, Purdue

  • Hypermedia resources for pre-service teachers have shown documentd benefits
  • Ten preschool teachers had access to 100 video cases of best literacy practices
  • All teachers felt positive about the use of hypermedia; there was no current resource available and “… it was much better than having to search through Google to find teaching strategies.”
  • Implications
    • Improving in-service PD via hypermedia may be effective
    • Minimal training is required
    • Familiarity with computers is not a prerequisite
    • More research with a larger and more diverse sample is needed

Preparing Teachers to Purposefully Plan Technology Integration that Encourages Curiosity, Creativity, Independence and Collaboration
Dina Rosen, Kean University

  • What does it look like when you are using technology to really encourage creativity and collaboration?
  • Four key characteristics of quality tech integration
    • Learner centered
    • Representation centered
    • Community/real-world centered
    • Build on existing practice


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Notes from Lisa Dawley’s “The Evolution of Teacher Education in a Digital Learning Era” at SITe 2010″

The Evolution of Teacher Education in a Digital Learning Era: Transforming Knowledge in the Global Network

Lisa Dawley, Boise State University
  • The Unavoidable Evolution in Teacher Education
    • Travels around the world, others saying that American students are creative; yet, still calls for reform, especially in teacher education, keep happening here in US
    • New US EdTech plan, too
  • Growth in Online Education
    • Over 1 million K-12 kids learn online; 47% increase in the past two years
    • Fall 2007, 20% of college student were enrolled in an online course
    • 45 states offer some kind of state supplemental program online, as well as fully online K-12 programs offered as charter schools
    • Idaho K12 virtual schools — 14,000 students enrolled last year
  • K12 Online Options
    • Moving along a continuum from traditional integrated tech classroom to hybrid course to online tech enhanced schools to full-time virtual schooling
    • Other hybrids exist, including options that are in brick and mortar schools and homeschools
    • iNACOL – The International Association for K-12 Online Learning
  • Effects of online learning report
    • The effectiveness of online learning is tied to learning time, curriculum, pedagogy, and opportunities for collaboration
    • Gives learners control of their interactions with media… move, use, remix, edit, build, chance, click, interact, change…
    • Online learning can be enhanced by prompting learner reflection
    • What doesn’t impact learning
      • Incorporating online quizzes
      • Media combinations don’t matter, but control over them does
    • Henry Jenkins and participatory culture: MIT TV clip
  • Pedagogical Framework from Dawley: Social Network Knowledge Construction
    • Identify
    • Lurk
    • Contribute
    • Create
    • Lead
  • How do we design programs to rethink teacher education?
    • At Boise State, it is only graduate degrees and certificates
    • Fully online for past seven years; students throughout the world
    • Moved from Blackboard to Moodle, integrating web 2.0 tools into portal
    • Integration of videos from YouTube, TeacherTube, WatchKnow
    • Avatar creation through Voki and SitePals
    • Graphic blogs through Glogster
    • 3D learning games such as Conspiracy Code
  • Open source and free content
    • iTunesU
    • 3D virtual worlds: Opensource metaverse, croquet
    • Moodle learning management systen
  • Mobile learning
    • Educational apps
    • Texting
    • LMS access
    • Multimedia
    • GPS-based curriculum
    • In three years, mobile devices will become the main interface used to browse the internet
  • Exergaming
    • State-wide online tournaments for gaming
  • Innovative courses, participatory networks
  • Help lead the teacher education revolution


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Notes from Erin Reilly’s “Remix Culture for Learning” at SITE 2010

The Gap Between Life and Art: Remix Culture for Learning

Erin Reilly, University of Southern California


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Report from RCWP’s WIDE PATHS 2010

This morning, I was fortunate enough to be invited “home” to present my session, “Creating Your Digital Writing Workshop” at Red Cedar Writing Project‘s WIDE PATHS II. Beyond the wonderful feeling of being “home” with about 30 colleagues from RCWP and sharing my book with them, I continue to be inspired by the amazing work that teachers do in their classrooms and schools, despite the continued barrage of criticisms that come both directly from politicians and the media as well as indirectly from the ways that our society and government structure “educational reforms” such as Race to the Top. For more on what these “reforms” mean for organizations such as the NWP, check out Sara’s recent post on IdeaPlay.

At any rate, there were many good parts of the day, and ideas from the conversations in the opening session were captured by Dawn on the presentation page. There were a number of issues that came forward, and the conversation was rich since, as a group, we were talking as knowledgeable peers, many already engaged in digital writing practices. Most notably, we thought about a number of issues related to the actual composition of digital texts, moving beyond the logistical questions that often come up (as important as they are) and into conversations about how and why students compose digital texts. Maggie captured one idea (and I am paraphrasing) in the idea that digital media allow us to create texts that are “long enough to accomplish goal, but also short enough to keep interest.”

Then, throughout the day, there were three strands: social networking, collaborative writing, and visual studies. Overall, I feel like the day was filled with timely, relevant, and useful information, right out of the NWP tradition of “teachers teaching teachers.” We worked together, learned some new ideas, got reminded of some ideas I had forgotten (like using Diigo), and, while I couldn’t attend everything, here are some notes from the other wonderful sessions throughout the day.

Social Networking (Andrea Zellner)

  • Four components of participation in social networks
    • Digital Citizenship
    • Digital Footprint
    • Personal Learning
    • Impact on Writing
  • Thoughts from the discussion, after creating our own personal network maps on paper
    • What does it mean to “know” someone? Be connected to someone?
    • How and when do we connect to someone? To a group? Knowing that we have access to the network at our fingertips, when and how can we leverage it?
    • Thinking about how they are invited to join social networks (Pixie Hallow, Webkinz, Facebook, Second Life) and the commercial/consumer interests that some of these networks have? What about the critical literacy practices that students need to have to understand how they are positioned within and across these networks?
    • Do we create networks that are “echo chambers” where we only listen to others in our own network that do not allow or invite us to think about alternative or opposing ideas?
    • Are we co-opting the purposes of social networks? What are we trying to teach them so that they can be digital citizens? But, are we replicating traditional, teacher-centered practices that would be the same in Blackboard, or are we taking advantage of the aspects of social networks?
    • Resources:
Troy's Social Network Map
Troy's Social Network Map

Collaborative Writing (Aram Kabodian, Heather Lewis, and LaToya Faulk)

  • Heather introduced Etherpad as a tool for collaborative response to an article, then used VoiceThread as another tool for response, too. In using the two types of tools, we were thinking about the ways that text and voice comments can contribute to our own understanding of other texts, including an online article and responding to a video.
    • This got me to thinking more about VoiceThread and how to have students use that as a tool for conferring. I think that the idea of having students comment one another’s work while still “in process” is powerful. Not sure how to embed the comment at the exact moment of the video that it would be pertinent, however. A tool like Viddler‘s commenting feature would work more effectively for that, I think.
    • Lots of time for playing with the tools. Thinking about collaborating across time and space with Skype, Google Docs, VoiceThread, Diigo, and other tools. What is also interesting to me is to think more carefully about the nature of the collaboration…
      • What are the affordances and constraints of the tools?
      • What is the task that we are asking students to complete? How does that enable collaboration, or does it simply require cooperation?
      • Are you asking students to create single-authored, multi-authored, or co-authored products? How does changing the role of the writer change the technology that you are able to use?

Visual Studies (Dawn Reed with Jen Garmon and Reggie Manville)

  • Dawn – Showing a number of examples of images as a way to think about critical literacy, especially with images used in media and popular culture texts, for instance:
    • The ready.gov website and parodies of it
    • Forest Gump, and the ability to visually recreate history
    • Kent State image with fence post removed
    • Asking students to define “literacy” and how they experience misinformation and critically evaluate information and images. Thinking about “photographic truth” and the implications of how images are constructed in an age of easy photo manipulation.
  • Reggie – Thinking about how to fit visual literacy into the already crammed English curriculum with digital storytelling
    • Moving from statements of belief (ala “This I Believe”) to statements of change created as a digital movie. Combining elements of argumentative writing with visuals.
    • Then moving from this digital video project into understanding how to create a traditional text for the ACT. In this example of women’s body image, this includes ways that the student could use the same arguments and refutations used in the movie project and translating them into traditional essay structures (building context, argument, counterargument, rebuttal, etc).
    • Complexity of assessing these texts with a rubric that was already in place. Looking at three examples — one on body image, one on global warming, one on the “open beverage” rule. But, are there some qualitative differences in these works? I think so, and I am wondering how we can help students see that there are some standards of quality in the production of digital texts. One option would be to have a “viewing” day in the class, and then inviting them to revise based on what they saw in other videos as well as feedback on their own.

Final Reflections on the Day

We were going to have a large group discussion to report out on the day, but ran out of time. My final thoughts are that Andrea and the entire RCWP team organized a wonderfully thoughtful day of exploration into these three strands: social networking, collaborative writing, and visual studies. As we continue to think about the future of what it means to be a writer and a teacher of writing in a digital age, the conversations that began today can continue to guide our work into the future. I look forward to this team sharing their insights at the NWPM retreat this summer!


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Sessions at Wisconsin State Reading Association Conference

Tomorrow, I will be presenting two sessions at the Sessions at Wisconsin State Reading Association Conference. Here are descriptions of the sessions and the related presentations:

From School to Screen: Why Digital Writing Matters (9:30 – 10:45)

Without question, writing continues to change in the twenty-first century. Teachers, administrators, parents, and other stakeholders value the teaching of writing — and see that our very notion of what it means to be literate is evolving —  yet continue to wonder how best to teach writing in a digital age. Based on work with the National Writing Project, we will discuss practices that hold promise as we develop understandings of what it means to write digitally, create spaces for digital writing in our schools, and extend assessment practices that account for the complexities of writing in a digital world.

WSRA 2010 – Because Digital Writing MattersView more presentations from hickstro.


Hicks Why Digital Writing Matters

Creating Your Digital Writing Workshop (1:30 – 3:30)

Digital writing tools such as blogs, wikis, digital stories, and social networks can contribute to what you are already doing in your writing instruction as well as appeal to a new generation of students. Building on the principles discussed in the first session, we will explore how new ways of thinking about well-established practices in the writing workshop—student choice and inquiry, conferring on writing, examining author’s craft, publishing writing, and broadening our understandings of assessment—could be updated for the digital age. With examples of how to teach digital writing throughout, this session will help you create your digital writing workshop. Join the Ning!

Digital Writing Workshop on Prezi

Hicks Creating a Digital Writing Workshop

For both of these presentations, I want to acknowledge and thank my many colleagues from the National Writing Project with whom I have been able to collaborate in my research, teaching, and professional development work.


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Reflections on NWP and NCTE 2009

As the holidays begin, another conference season comes to a close.

For the past week, Sara and I have been in Philadelphia at the National Writing Project‘s “Digital Is…” pre-conference, the NWP Annual Meeting, and the National Council of Teachers of English Annual Convention. As it is each year, we enjoy spending time with colleagues and find opportunities to learn about their work. Moreover, we pause to think about our own work including what we have accomplished in the past year and what we are looking forward to in the next.

To that end, I began writing this reflection in the lobby of the Sheraton in Philly, continued it at the airport and on the plane, and now post it as I spend Thanksgiving with my parents. Here is my day-by-day account of NWP/NCTE 2009.

Tuesday, 11/17/09

Arriving in Philly on Tuesday afternoon, we had some time to enjoy a quick walk and prepare for the “Digital Is…” reception. Sponsored through NWP’s work with the MacArthur Foundation’s Digital Media and Learning Initiative, the entire “Digital Is…” conference was designed as an opportunity to convene teachers, teacher educators, and other stakeholders in conversations about what we know about teaching and learning with digital media. The opening reception was fun, followed by dinner with colleagues from Science Leadership Academy. A great way to begin our week, for sure.

Wednesday, 11/18/09

“Digital Is…“convened in the Sheraton, with two slideshows from Danielle DeVoss. The first ran as a background show during breakfast, the second was her keynote. There is no way to capture the energy that she shared during this session, except to say that she really framed the day with her eight key themes about “digital is…” that I outlined in a previous post. So, even though the experience is not nearly the same, here are the slideshows:

Nwp Digital Is Breakfast Slideshow

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Nwp Digital Is De Voss

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For the afternoon, I was again fortunate to present with Dawn about our work with podcasting, as featured in Teaching the New Writing. By doing a protocol analysis discussion of the work, we were really able to dig deeply and think about what was there. One of the more stunning realizations that we had in the conversation was about the ways in which the composing process changes when writers begin with the goal of creating a spoken and, in some sense, permanent text. I think that the line from the notes that captures it best is that the process of recording the podcast “reinforces writing as a capacity that changes across genres and audiences and mediums.” It will be interesting to see where Dawn goes next with this work.

The second round of discussion was interesting, too, as we mixed up groups and have conversations across the elements of student work. Rather than try to capture all the complexities of that conversation in writing, I will share two items. The first is a list of “final words” that I asked participants in our session to state in relation to their thoughts about composing in digital environments at the end of this hour-long conversation. The second is a concept map that I tried to draw while we were talking. Neither alone captures all that happened in our session, but perhaps will give you some insights into what happened.

Concept Map from Digital Is
Concept Map from Digital Is
  • Hybridity
  • Genre
  • Messy
  • Openness
  • Elegance
  • Excitement
  • Immediacy
  • Future
  • Mistakes
  • Surrender
  • Reciprocity
  • Space
  • Dirty
  • Play
  • Organic

I had the opportunity to then help close the day, asking participants to create “invitations” that could be used to ask other stakeholders to join in the conversation about digital writing with youth. One of the most consistent themes from throughout the day was the fact that most of the digital writing opportunities that students have are taking place outside of school. This is a travesty. If we can create these types of engaging opportunities outside of school, then surely we can consider how to do better at creating these types of learning spaces inside of schools. This is something to chew on in the weeks and months to come as I figure out where to go next with my own work and the direction of our writing project.

That night, we were treated to a panel discussion of “What Kids Learn When They Create with Digital Media” with Renee Hobbs, Founder, Media Education Lab, Temple University; Nichole Pinkard, Founder, Digital Youth Network and DePaul University professor; and Elyse Eidman-Aadahl, Director, National Programs and Site Development, National Writing Project.

Thursday, 11/19/09

The NWP Annual Meeting kicked off with morning and afternoon workshops. In the morning, I attended one on developing site leadership and, in the afternoon, on integrating new literacies into the site’s work that featured Paige Cole, Joe Conroy, Shasta Looper, and Sara Beauchamp-Hicks. Along with Sara’s overview of how she integrated her own growth as a tech leader into her site’s work and securing mini-grants and creating professional development experiences, I was particularly interested in watching Paige and Joe talk about the work that they initially developed at Tech Matters 2007 and to see how they have grown work at their sites. Literally, I had goose bumps watching Paige’s video reflection. Taken with ideas from the morning about how to support and encourage site leaders, the two sessions reminded me of the power of the NWP network, and how small doses of encouragement from a mentor can turn into incredible work.

Friday, 11/20/09

More NWP today, with Billy Collins bringing down the house at the general session. Truly, truly wonderful. Also wonderful was the introduction of the Chippewa River Writing Project as one of the new sites in the NWP network! Later in the afternoon, I was able to attend a session on community partnerships, including a presentation from Joel Arquillos from the amazing 826 organization (which, if you haven’t heard about, watch Dave Eggers’ TED Talk and then visit the 826 website). Also, I got to hear about the Eastern Michigan Writing Project‘s Family Literacy workshops from their program director, Kim Pavlock. So many powerful ideas here from both Joel and Kim, but the biggest one being that we need to make learning to write purposeful for students and the process of doing so clear to their parents. What incredible programs to model from. To close the day, I got to hear from two of my mentors — Patti Stock and Peter Kittle — about the power of taking an inquiry stance towards teaching demonstrations in the summer institute. I am very much looking forward to returning to CRWP and talking over all this information with my leadership team, most of whom were there with me and will have ideas of their own to share, too.

Saturday, 11/21/09

An early morning brought both Sara and me to the NCTE booth, leading Tech-to-Go sessions for those beginning their day at NCTE. I talked about wikis, while Sara presented on Google Forms and then, later in the day, on iPod Touch applications. This led us to my presentation with Bud Hunt, “Reports from Cyberspace,” This was truly an amazing session, as we tried to incorporate a backchannel discussion through Twitter, delicious, and Chatterous. Also, in trying to use newer tools for presentations, I created a Prezi and Bud made a Voice Thread. The conversations that occured in the session, both face-to-face and online, were amazing, and we are thinking about repeating the session again next year. One recurring question was about access, and both Bud and I contended that it is reasonable to expect kids to do digital writing now, because there is access available in many more places and most of the tools are web-based. We also touched on issues of filtering, curriculum, assessment, and how to begin digital writing workshops.

Later that night, Sara and I were able to join the Heinemann reception and found out that my book sold out in the convention hall! Thanks to everyone who picked up a copy there, as well as to everyone else who then ordered one online. I am  looking forward to where my next writing opportunity may take me…

Sunday, 11/22/09

We awoke Sunday morning for a wonderful session on erasing copyright confusion, and I was then able to interview Renee Hobbs for an aricle on fair use for CCCC-IP. We also were able to meet with the CEE Web Site Editors, and came up with a plan for developing some basic content for the site. Our afternoon found us on adventures in Philly with my friend Carl Young, and we enjoyed a visit to the National Constitution Center. In thinking about how and why we ask students to compose digital writing, our visit to this center was particularly appropriate, as we were greeted with remixed versions of “People” magazine covers, featuring such historical figures as Abraham Lincoln and Betsy Ross, as well as a highly-interactive multimedia experince in the museum.

Monday, 11/23/09

While we had planned to go to SLA, and appreciated the invite to be there, we ended up spending most of our day at at the Franklin Institute. Perhaps we will have to do EduCon instead. So, even though we missed SLA, we greatly enjoyed the Body Worlds exhibition, and felt that was a good use of our final hours in Philly.

Also, we realized that we missed the NCTE Centennial Preview, but John Golden provided the link for me, so you can enjoy it online!

As with all NWP/NCTE trips, this one game me so many good ideas and connections with colleagues. Next on my agenda are to begin planning next summer’s CRWP SI and, ideally, an advanced institute related to digital writing and copyright. Also, I am working on writing the article for the Cs Intellectual Property Caucus, CCCC-IP. Still thinking about so much, and hoping to get back to Philly with my entire family for more of the historical aspects of the town that we missed.

And, so goes another NWP Annual Meeting and NCTE Convention. Thanks for sticking with me through this whole pose.

Now, time to plan for the convention in Orlando, celebrating 100 years of NCTE.


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