“Students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically.” ~ ACRL
With the support of Sara Kajder and Shelbie Witte, I am pleased to share that I recently published a “Leading the Call” article from Voices From the Middle, “The next decade of digital writing.”
Through NCTE, they have made it available through open access, and here is the abstract:
The author, a leader in bringing digital tools into the writing workshop and writing classroom, discusses how the use of digital tools in the classroom has evolved in the first decade of this century, especially in the writing workshop. He examines ways several ELA teachers are using specific tools to assist with literacy learning in the classroom right now and makes some recommendations regarding the future of digital writing instruction.
In efforts to create classrooms that represent microcosms of U.S. democracy, teacher education encourages culturally sustaining pedagogies, development of the radical imagination of youth, the creation of personal and engaging learning experiences, and the use of authentic assessment that recognizes individual and collective growth, all within communities of practice. However, teachers themselves are not often afforded the same opportunities for their own professional learning.
Often, teachers must submit to the very type of instruction (e.g., in workshops, conferences, webinars) that teacher educators ask them not to use with their students. Teachers are not engaged as active learners with their own questions and goals. Instead, they are treated as if they need to be developed, an idea that we need to problematize, challenge, and reconsider if we wish to create empowering and equitable experiences with teachers. This shift requires that we democratize professional learning.
Read more here, please share widely, and let me know how you take up conversations about the shift from development to learning.
The idea of a professional learning network has existed for quite some time, built on some of the foundational work related to “situated learning” and “communities of practice” developed by Jean Lave and Etienne Wenger in the 1990s.
With the emergence of Web 2.0, Stephen Downes described “learning networks in practice” in a 2007 paper, arguing that “The idea behind the personal learning environment is that the management of learning migrates from the institution to the learner.”
Combined with the 2006 emergence of Twitter, a new idea had taken form, and educators began using hashtags to start a variety of ed chats, including our own #MichEd which was inaugurated Nov 7, 2012.
This week, we reflect on our own experiences being a part of the #MichEd network and, more broadly, what it means for each of us to develop our own PLN. We will be joined by students from CMU’s Doctorate in Educational Technology, and the chat will be hosted by Troy Hicks. During the chat we will consider:
What motivates you, personally, to create and maintain a PLN?
How do PLNs change with time, for you personally and across the network? Think about #michED and who was there at the start, who has joined, who has left (or is less active) and WHY?
How do we keep our networks diverse in thought? We don’t want them to be echo chambers for our ideas, but to be constructive spaces for dialogue. How can we achieve that goal?
Besides sharing great resources, what can a PLN teach us about how to be an educator? How does participating in a PLN become part of your professional persona?
OK, let’s get specific. What, exactly, can we learn from PLNs? Along with soft skills of collaboration and sharing resources, what other digital or pedagogical skills can we learn?
Finally, what’s next for PLNs? How can we nurture and sustain them? How can we invite new voices? What should a group of doctoral students studying educational technology be thinking about?
Enjoy this archived recording of “Exploring the Craft of Digital Writing, Grades 2–8” with Dr. Troy Hicks and the Center for the Collaborative Classroom.
More and more, our students encounter a daily dose of digital texts, ranging from websites to social-media messages, from class assignments to YouTube videos. As they encounter these texts, what are the strategies that they need to be close, critical readers and viewers? Moreover, as students craft their own digital writing, what do they need to be able to do as writers, producers, and designers?