Deepening Assessment, Digitally

Summer Institute in Digital Literacy LogoThis week, I head to Rhode Island for my second year as a faculty member in the Summer Institute in Digital Literacy in Providence. I’ve been fortunate to be part of the leadership team again, and I look forward to working with educators from a variety of contexts: K-12 teachers, librarians, higher education instructors, and more. One key portion of my work this week is to collaborate with Jill Castek (University of Arizona) to prepare a keynote session for Thursday morning, “Deepening Assessment, Digitally.”

My interests in deepening assessment have been, well, deep, for a number of years. In 2015, I published Assessing Students’ Digital Writing, a collection in which I had worked with seven National Writing Project colleagues to examine their students’ work through the use of protocols. Our discussions about their students’ work led to their individual chapters, and the collection as a whole reminds me that we can, with diligence and discernment, broaden the kinds of digital writing we ask students to do and, more importantly, the ways that we respond to their digital writing.

Since that time, I have become even more interested in how we can use various media (text, audio, and video) to respond to students’ work. Through many courses that I’ve taught, as well as presentations and workshops I’ve delivered, I’ve been meeting more and more teachers who are interested in providing, with technology, even more timely, specific, and goal-oriented feedback to their students. For instance, I am curious to know more about how we might carry on asynchronous conferences with our students using tools like Voxer or Kaizena, or how we might have students reflect on their own learning by creating screencasts in which they describe the decisions that they have made when crafting digital writing.

Thus, as I head into planning for my keynote this week, there are a few key questions driving the presentation that Jill and I will deliver.

  • How do you define “formative assessment?”
  • In what ways do we typically think about using technology for formative assessment?
  • How might we use technology to help students deepen meta-cognition and reflection?

We plan to have participants engage with these questions through some brief pre-writing, pair-share conversations, and by analyzing some examples of student work/reflection. For my part, I am returning to a video that my daughter and I recorded a few years ago, In it, Lexi reflects on a number of the choices that she made to craft a piece of digital writing. As I reconsider the video for this week, a few of the questions I want people to consider include:

  • In what ways could we prompt and encourage students to create screencasts like this in order to describe their decision-making process as digital writers? What, specifically, are the questions that we should ask of students so they can substantively engage in reflection?
  • If we are asking students to assess their own work in this way, how might we move beyond using rubrics as a way to provide feedback? What, specifically, would we as educators want to discuss/reply to in a student’s work at this level?
  • Ultimately, if we shift to deeper, more substantive assessment practices that utilize technology in new ways, what implications will this have for our curriculum and instruction as well?

There are, of course, quite a few days (very full, active days) that will assuredly cause me to think more about these questions and how to frame the talk for Thursday morning. Also, I will have time to talk with Jill, which I very much look forward to, and we will have new ideas to consider together.

Still, the core of the presentation will remain the same. Jill and I want to push participants’ thinking about both why and how they assess student work. In turn, we hope that the process will open up more opportunities for them to think about their own teaching, in their own context, and to take these types of questions and conversations back to their colleagues once the institute ends.


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The Future (Shock) is Now

Future Shock Cover (Wikipedia)
Future Shock Cover (Wikipedia)

Having been on my “to read” list for quite some time, I was finally able to dig into an oft-mentioned book: Alvin Tofler’s 1970 look at, well, today, Future Shock.

I had not read it before, though I see one of his quotes mentioned quite often: “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

Quite awhile ago, I had heard a story about the book on NPR, and was reminded that a copy still sat upon my bookshelf. Why I hadn’t cracked the cover, I am not sure. And, of course, hindsight is 20/20, so there are tributes to Toffler’s insight, as well as critiques. Prediction is a tough business, so I don’t really want to offer either. Also, I will be honest… I made it about 2/3 of the way through, and then took a fast-forward jump to Chapter 18: “Education in the Future Tense.” So, some of the quotes below are from earlier in the book and some from that section, and I need/want to finish the entire book.

So, here, I want to just pull out a few quotes that speak to the current state of debate when it comes to education, school choice, and ed tech, without offering too much additional commentary.

On education:

“Failure to diversify education within the system will simply lead to the growth of alternative educational opportunities outside the system.” (274)

On technology:

“Moreover, in the educational world of tomorrow, that relic of mass production, the centralized work place, will also become less important… A good deal of education will take place in the student’s own room at home or in a dorm, at hours of his own choosing… he will be freed, for much of the time, of the restrictions and unpleasantness that dogged him in the lockstep classroom.“ (275)

On individuality:

“It is obstinate nonsense to insist, in the face of all this, that the machines of tomorrow will turn us into robots, steal our individuality, eliminate cultural variety… technology, far from restricting our individuality, will multiply our choices—and our freedom—exponentially.” (282)

On mass schooling:

“Mass education was the ingenious machine constructed by industrialism to produce the kind of adults it needed… The inner life of the school thus became an anticipatory mirror, a perfect introduction to industrial society. The most criticized features of education today – the regimentation, lack of individualization, the rigid systems of seating, grouping, grading and marking, the authoritarian role of the teacher – are precisely those that made mass public education so effective in instrument of adaptation for its place and time.” (400)

He goes on to know how progressives such as John Dewey were trying to instill ideas of “presentism,” and to push back against the ideas of the education industrial complex. I’m still not sure that we are all reading enough Dewey. At any rate, back to the quotes:

On the connection between school and work:

“In such a world, the most valued attributes of the industrial era become handicaps. The technology of tomorrow requires not millions of lightly lettered men, ready to work in unison at endlessly repetitious jobs, it requires not men who take orders in unblinking fashion, aware that the price of bread is mechanical submission to authority, but men who can make critical judgments, who can leave their way through | novel environments, who are quick to spot new relationships in the rapidly changing reality.” (402-3)

On the study of history and social issues:

“It is no longer sufficient for Johnny to understand the past. It is not even enough for him to understand the present, for this here-and-now environment will soon vanish. Johnny must learn to anticipate the directions and rate of change. He must, to put it technically, learn to make repeated, probabilistic, increasingly long-range assumptions about the future. And so must Johnny’s teachers.” (403)

On the structure of schooling:

“This trend [toward a knowledge-based industry] will be sharply encouraged by improvements in computer-assisted education, electronic video recording, holography, and other technical fields. Parents and students might sign short-term “learning contracts” with the nearby school, committing them to teach-learn certain courses for course modules. Students might continue going to school for social and athletic activities or for subjects they cannot learn on their own or under the tutelage of parents or family friends. Pressures in this direction will mount as the schools grow more anachronistic, and the courts will find themselves deluged with cases attacking the present obsolete compulsory attendance laws. We may witness, in short, a limited dialectical swing back toward education in the home.” (406)

On the nature of truth as it relates to schooling:

“Given further acceleration, we can conclude that knowledge will grow increasingly perishable. Today’s “fact” becomes tomorrow’s “misinformation.” There is no argument against learning facts or data – far from it. But a society in which the individual constantly changes his job, his place of residence, his social ties and so forth, places an enormous premium on learning efficiency. Tomorrow’s schools must therefore teach not merely data, but ways to manipulate it. Students must learn how to discard old ideas, how and when to replace them. They must, in short, learn how to learn… By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to the education.” (414)

My hope is that I can find some time to read the last third of the book and, perhaps, watch the documentary.

In the meantime, I just wanted to share the quotes that I found compelling in hope that it will give me some ideas to talk about/from in the PD events I have coming up this summer. My hope is that Toffler (and his wife’s unattributed) work still resonates for you, too.


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Review of Stover and Yearta’s “From Pencils to Podcasts”

New books about ed tech hit the market everyday, and it is sometimes difficult to find ones that truly meet the needs of teachers while being approachable and accessible. So, a few weeks ago, when I was tagged in a Twitter post about a new book, it definitely caught my attention:

Cover Image from Solution Tree Press
Cover Image from Solution Tree Press

Flattery aside, as an author and educator, I always appreciate shoutouts like these, and I was a bit dismayed that I had not yet heard about the book.

And, after a quick hop to the Amazon website where I previewed the book and read a review, I could tell that my own ideas about teaching reading and writing were, indeed, in line with those of Katie Stover and Lindsay Yearta.

With that knowledge in mind, I asked Stover if I could take a look at the book and, thanks to Solution Tree Press, my own copy arrived just a few days ago.

And, in much the way that Stover described the teacher’s endorsement in her tweet, I would certainly agree: From Pencils to Podcasts is a book that adopts the same stance toward reading, writing, and digital literacy that I, too, hope to imbue in my own work.

From the opening pages, the authors articulate their belief that “[t]echnology, when used intentionally, enhances teaching and learning as students have more opportunities to create, collaborate, communicate, and share” (6). I couldn’t agree more. Throughout the early pages of the introduction and into the fourteen chapters that follow, Stover and Yearta offer a variety of digital reading and writing tools that will be useful to elementary-level educators.

Cover Image from Solution Tree Press
Cover Image from Solution Tree Press

The book is segmented into four major parts. In part one, Stover and Yearta focus on tools to facilitate comprehension and analysis. Here, the authors provide many examples of teachers and students at work, as well as descriptions of the technologies that they employed. I was most intrigued by an example where a fifth grader and a college student discuss the shared reading using Edmodo. At one point in the dialogue, the college student records herself on video providing an additional response and clarification for her fifth-grade reading buddy (25). These types of small, yet powerful, examples are sprinkled throughout the book and demonstrate how readers and writers can flourish when supported through effective teaching and creative applications of technology. Also, Stover and Yearta provide links and QR codes throughout their book that lead directly to the apps/websites being mentioned, and they also have created a companion webpage with those links conveniently listed along with reproducible handouts.

In the second part, Stover and Yearta move on to discuss tools that can facilitate evaluation and revision. Again, the authors provide a number of different lesson ideas and technologies as examples, and one of the most unique twists is the application of digital video to the classic strategy of “reader’s theater.” They describe the ways in which students develop fluency as they engage in multiple readings of their selected book and, ultimately, produce and publish their own interpretation of the book using digital video (70).

The third section of the book offers even more opportunities for teachers to think about performance and publication as Stover and Yearta explore infographics, digital story retelling, publishing with a digital book creator, and incorporating speech-to-text dictation. Similarly, the fourth section pushes teachers to think creatively about new applications of existing technologies such as using timeline tools to create reading histories, conducting digital conferences using tools like VoiceThread, and composing digital portfolios with Seesaw or Weebly.

Additionally, throughout the book, Stover and Yearta share many case studies of teachers using tech in critical and creative ways. For instance, in the final chapter on formative assessment, they invite us into the classroom of Katharine Hale, exploring the ways in which she uses Lino and Padlet as spaces for students to capture their reading ideas, questions, and connections in-process.

On the whole, Stover and Yearta have designed and delivered a very useful book. My only concern is this: while the authors do present many examples from students and teachers, especially text-based examples such as digital discussion boards, as well as screenshots of the interfaces for various websites and apps, my one hope would have been to see more examples of student work, both in the book as well as through hyperlinks on the companion website.

For instance, Stiver and Yearta share overviews of many tools including infographics, digital movies, and a book creator app, yet the reader is left to her own imagination in order to visualize what these final products, created by students themselves, would actually look like. In other words, it would be helpful – especially for teachers new to digital reading and writing – to see even more examples of how students were able to utilize these tools in different ways, and to have them available online as mentor texts that teachers could click on and share in their own classrooms.

If a teacher is new to using 1:1 technology, the book offers numerous ideas that will be adaptable across grade levels. And, even if a teacher is familiar with many of the apps and websites, Stover and Yearta provide new insights into the ways in which these tools can be used. For any book that is written for teachers, it is a challenge to create a resource that is overflowing without being overwhelming, and with From Pencils to Podcasts, the authors have certainly accomplished their goal.

I am, indeed, flattered that a teacher has compared my work to theirs, and I appreciate their insights into the connection between emergent/early literacies and technology. For any K-6 educator who is new to using technology in her classroom – or wants to look at integrating technology with a fresh set of eyes –From Pencils to Podcasts should be on your summer reading list.

Disclaimer: At my request, I was provided with a free copy of the book by Solution Tree Press.


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Foreword for “Applying the Flipped Classroom Model to English Language Arts Education”

9781522522423
Image from IGI Global

Recently, my colleagues Clarice Moran (Kennesaw State University) and Carl Young (North Carolina State University) released their new edited collection – Applying the Flipped Classroom Model to English Language Arts Education.

I was honored that they asked me to write the foreword from the book, which is available as a free download from IGI.

Check out the foreword, and take a peek at the table of contents. I will be curious to hear what other educators, especially English/Language Arts educators, have to say about the current state of “the flip” in our classrooms.


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Marginal Syllabus Conversation – February 22, 2017 at 6:00 PM EST

Image by Hans from Pixabay
Image by Hans from Pixabay

Tomorrow, Wednesday, February 22, 2017 at 6:00 PM EST, join my colleague and co-author, Dawn Reed, and me as we participate in an “Annotation Flash Mob” on the preface for our book, Research Writing Rewired. We’ve been invited to participate in this opportunity through Dawn’s collaborations with the Marginal Syllabus Project.

The Marginal Syllabus team is part of the larger Hypothes.is Syllabi Project, which “leverages web annotation to collect primary source documents by theme and organize communal conversation of those documents.”

Here is a bit more from the Marginal Syllabus’s “About” page:

The Marginal Syllabus seeks to advance educator professional development about education in/equity through the use of participatory learning technologies. We are a dynamic, multi-stakeholder collaboration among:

Hypothesis, a non-profit organization building an open platform for discussion on the web

Aurora Public Schools in Aurora, CO, and in particular educators and administrators associated with the LEADing Techquity research-practice partnership

Researchers and teacher educators from the University of Colorado Denver School of Education and Human Development in Denver, CO

While this group will work together for one hour tomorrow night, I am looking forward to seeing how the conversations Dawn and I had while writing will come alive with the Hypothes.is annotations of other educators.

All educators are welcome to participate, and we recommend that you sign up for Hypothes.is ahead of time, and install the Google Chrome browser extension.

From their blog, it also seems that the conversations might keep going on, and I am interested in seeing how that unfolds over the days and weeks to come.


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Updates from Our Book: Argument in the Real World

Image courtesy of Heinemann
Image courtesy of Heinemann

As a writer — both in the sense that I am a blogger and the author of texts for teachers — I am well aware of the fact that writing is never really “done,” it is just “due.” I am thankful that I have the opportunity to keep writing, keep sharing, keep updating. It is as important now as it has ever been.

When my colleague and co-author, Kristen Turner, and I were putting the finishing touches on our book, Argument in the Real World, last summer, we knew that the world would be experiencing digital arguments in many ways across the closing months of the US 2016 election cycle. However, we had no idea that “fake news” or “alternative facts” would become part of the Orwellian discourse. Over the past few months, the incredible team at Heinemann has been sharing a number of posts and videos related to the book:

They also helped us refine the MINDFUL poster:

How to teach students to be MINDFUL readers and writers of social media.
How to teach students to be MINDFUL readers and writers of social media.

Finally, here is a video in which I demonstrate how students can remix existing news content to analyze the implicit arguments presented in the news.

As teachers continue to work with their students to overcome the many challenges we continue to face with media literacy, we will continue to update the book’s wiki page and share more ideas. My hope is that this collection of resources is a good place to begin those difficult lessons and conversations.


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