Preparing for NWP/NCTE 2010

Photo courtesy of NCTE

Well, the week is here.

So, now that it is Monday of my biggest and busiest professional week of the year, I need to hit full stride.

NCTE and NWP 2010. Hooray!

NWP AM  2010
Image courtesy of NWP

Although I tell myself each year that I’ll cut back, do a little bit less, and just enjoyed my time at the convention, it seems a year after year I find more and more things to do. This year is no exception, and in reality I’m thankful for the many opportunities that these two organizations continue to offer me each fall as I network with my colleagues, present new ideas, and grow as a professional. In some ways it’s fitting that this happens right before Thanksgiving, because it does make me thankful for all the people with whom I am going to interact with in the next few days (although I will say that I’m usually exhausted by the end of it all!). So, as I am preparing for multiple sessions, I want to share some of my thinking, as well as the details on when and where I’ll be, during these busy days coming up.

Thursday, November 18, 2010

Upon arriving in Orlando on Wednesday night, there really won’t be any time from the moment we get on board the Disney Express until we crash at our hotel. That means a bright start on Thursday morning as Sara and I make our way from the Yacht and Beach Club over to the Contemporary Resort for the NWP annual meeting. Right away, at 9:30 AM, I’m presenting with one of our CRWP co-directors Kathy Kurtze and two other NWP colleagues in a session called “Reading in the Summer Institute.” Goals for the session include inviting people into our thinking process about how, when, and why we choose particular texts, inviting participants to share their own texts that they use in the Summer Institute, and thinking more broadly about how we can respond to texts through a variety of professional types of writing and with various technologies. As with every NWP session that I have been a part of over the past seven years, this one provides new opportunities to think about what it means to teach teachers, and I’m excited to work with Rick, Ann, and Kathy to lead this session. In particular, I am really interested in hearing how other sites are engaging teachers and reading responses through the use of technologies such as digital stories, podcasts, discussion forums, and other types of read/write Web. After the session, we will ask people to contribute to a collaborative Google Doc where they can share their reading lists with one another. I look forward to seeing what will be happening with NWP’s new social network as well as the Digital Is collection of web-based resources.

After my morning session with NWP, I will have a little bit of time to hang out and talk with some other colleagues there. Before too long though, I’ll have to make my way back over to the Coronado, as Sara Kajder, Bud Hunt, and I are on tap to repeat our session from last year’s annual convention, Three Reports from Cyberspace. During the session last year, Sara was, unfortunately unable to join us. That said, her spirit still infused the interactive, multi-layered discussion while Bud and I led the room of about 200 teachers, as well as some online colleagues who couldn’t be at the convention. When are asked to present the session again, we jumped at the chance, and we think that there will be a whole new series of opportunities to open up conversations about how on why to use technology in our classrooms. In particular, Bud is going to talk about infrastructure, Sara is going to talk about assessment, and I’m going to talk about pedagogy. At that point, we’ll open up the floor as we did last year questions, comments, links, and insights from the audience. What we hope to do this year, even more so than what we did last, will be to continue the dialogue. We all began by collaboratively composing a welcome letter in a Google document, which we then each posted to our blog, the presentation wiki page, and the NCTE connected community. While many conference presentations comes and go, we hope to inspire an actual dialogue where our colleagues able to share their reports from cyberspace, and we might find stories, examples, and other types of data that will support the argument that digital learning matters.

Once we finish with the cyberspace reports, we will immediately run down the hall in the Coronado and present at NCTE’s middle level get-together. Sara will lead the way on this session, followed with lots of tech support and ideas from Bud and me. This is a wonderful honor for me, since being asked to be a featured speaker at NCTE is something that, quite honestly, I never really imagined. I remember attending my first and NCTE conference in Detroit in 1997, and I saw many of the people that I’ve been reading in my undergraduate methods courses, hearing about from other colleagues, and wondering if they were, in fact, real people. As an undergraduate, this experience opened my eyes, and now I know that those who are featured speakers at the NCTE annual convention really set the tone, pace, the conversations for our entire organization. So, working together to deliver the cyberspace reports and then moving to the middle level get-together is a wonderful opportunity for Sara, Bud, and I to set our own ideas in NCTE’s broader conversations related to literacy. One of the things that we want to make clear is that we are not using technology for technology’s sake, and that we want NCTE to continue taking a leadership role in promoting digital literacies in curriculum and instruction practices, as well as in decision-making about school infrastructure and assessment.

That rounds out a busy Thursday or sessions, followed that evening by a gathering of my CRWP colleagues to celebrate the second year of our writing project’s work and the fact that we are bringing ten site leaders to this year’s annual meeting. I look forward to hearing from them about their experiences at the annual meeting, many of them attending for the first time.

Friday, November 19, 2010

Friday morning brings us to my favorite part of the NWP annual meeting, the General Session, where the Executive Director  speaks, as well as the keynote speaker, other site directors, NWP teacher consultants, and various guests. It is, by far, one of the most exciting moments of the entire trip every year. We are bringing 10 CRWP teacher consultants with us this year, and I look forward to being at the session with them. Energy, excitement, enthusiasm that this two hour meeting generates propels the writing project forward through the doldrums of winter and into our planning for spring and summer months. So, needless to say, it’s something that I want to attend. Also because the rest of my time on Friday will find me at NCTE, it might be one of the few opportunities I have really connect with NWP colleagues, unless I can make it back for a tweet up later on.

Also on Friday, NCTE will be premiering its 100th anniversary film “Reading the Past, Writing the Future.” Two years ago was fortunate enough to be invited by John Golden to be interviewed for this film while in San Antonio. At the time, I was still working on my book, and didn’t really know what would be happening with my career in digital writing. Two books, a new writing project, three NCTE webinars, and too many PD sessions to count later, I’m kind of curious to see what I sounded like two years ago, and whether or not the things I said I’ll been reported in San Antonio still ring true. I’m told that they do, from those who have reviewed of the film, and I’m still honored to be a part of the many among many distinguished voices that will be heard in celebration of NCTE’s past, present, and future. One of the things that I enjoy most about NCTE is the fact that, as colleagues, I do feel comfortable roaming the hallways of the convention center, easily talking with my mentors and peers as well as those who are just now entering the profession. This dialogue that happens across generations of teachers happens in few other places, and I really enjoy the opportunity to be a part of it, and I hope that this film contributes to NCTE’s rich history and exciting future.

Saturday, November 20, 2010

The NCTE adventure continues on Saturday, first with a “tech to go” session on writing with wikis, and then participating in the Google monsters session with Bill Bass, Andrea Zellner, Tara Seale, and Sara Beauchamp-Hicks.

Photo courtesy of Bud Hunt

First, Tech to Go. Sara Kajder has, over the past three years, invited a number of teachers to participate in NCTE’s just-in-time, nearly one-to-one personal development experience teaching English for technology: “Tech to Go.” While topics vary from video production, blogging, collaborative wordprocessing, using apps for the iPhone, the Tech to Go sessions have become a destination for many the past few years. In the three sessions that I have led, I’ve enjoyed the intimate conversations with colleagues, all who are able to ask genuine questions about why and how they might use particular technologies in their teaching. Moreover, I appreciate the opportunity to be standing there with the computer and be able to put their hands on the mouse and keyboard, rather than standing on the front of the giant lecture hall, unable to have an interaction, perhaps teaching them just one small thing that they can take back to their classrooms.  While we know that seeing these tools in action in front of a large audience is sometimes inspiring, I also know that many teachers benefit from the one-to-one support types of sessions offered. So I’m looking forward to being a part of to go again this year.

The other component of that day is the Google Monster presentation. Last year, Jeff Golub invited Sara, Bud, and I to do the reports fromcyberspace session. Attendees in that session included Bill Bass, Tara Seale, Andrea Zellner, and Sara Beauchamp-Hicks. We wondered if there was a way to do something with all of these teachers were already trained as Google certified teachers similar to the reports from cyberspace session. I suggested that we extend his reports from cyberspace model to a Google monster session, and they snapped up the opportunity and submited a proposal. So, here we are with kind of a cyberspace reports, part two, but Google style. Although my role in this session is technically listed as responder, I’m actually going to act as more of a moderator of as Bill, Andrea, Sara, and Tara offer their insights about how they use Google tools to solve their daily tasks and problems as educators. Like the cyberspace report session, this should be interactive and invite comments questions and interaction from the audience. It will be lightning fast, so there’ll be resources posted online for later. All in all, very excited about the opportunity to watch Sara present to a large audience, see her enthusiasm for teacher education and technology shine through along with Bill, Andrea, and Tara.

Saturday afternoon and Sunday bring a little bit of a break this year, at least in the sense that while we are wishing many of our colleagues safe travel home, we will have a little bit of downtime where we are actually able to attend some sessions and connect with other colleagues. Again, this is one of the most exciting parts about being at the convention. These sessions are always useful, as the one session that I went to last year on fair use has completely changed my thinking on why and how to invite students to use copyrighted materials and creating digital media. It’s amazing to think that one hour-long session really fundamentally change the way I go about teaching and writing. But this session has, and I’m thankful for opportunities such as this during the annual convention. What I normally say to myself when I jump on the plane is that if I can come back with one good, solid, thoughtful idea that I can integrate into my own teaching and writing, then I’ll be all that much better for. A usually come back with much more, but it’s my goal to seek out that one nugget, that one session that I know will provide me with some answers and movie forward to next year. I look forward to finding that session sometime on Saturday or Sunday.

Monday, November 22, 2010

Just as many people are heading home from the convention, I’m still warming up. On Monday I’ll actually be a part of two different workshops. First, I will be a part of the ACE workshop, hosted by Ewa McGrail, and presenting on the topic of using Zotero and and RSS for researching. I really do want to hone this presentation, and think more carefully about how I can talk to teachers in a future book, article, and/or presentation about fundamentally rethinking what it means to teach argumentative and informational writing at the secondary level. This stems in part from a blog post I wrote last year about rethinking the research process. Given the requirements of the common core standards, not to mention standardized assessments by which we are measured, and our students are measured, I really do want teachers to think more critically and carefully about how digital writing tools such as a bibliography manager, an RSS reader, social bookmarking, and any number of other interactive, web-based digital writing tools may help students become more active, engaged, and the research process. Also, given the many commercially licensed products that are out there nowadays, I want teachers to see that they really can organize their research process with free web-based and open source tools. So, I look forward to constructing a hour-long workshop and getting feedback from peers.

Later in the morning, I leave ACE and  head over to the CEE colloquium: “Multicultural, Multiliterate: Writing the World.”  Kristen Turner and Jonathan Bush invited me to be a featured speaker during this year’s session, sponsored by the commission on writing teacher education. They wanted to focus on the multigenre approaches as well as multimodal technologies. Featuring, Tom Romano and Christina Ortmeier-Hooper in the morning, I’m fortunate enough to be speaking about multimodal composition in the late morning. One of the unique challenges of presenting at the NCTE annual convention this year will be the fact that there is limited or no wifi connectivity, and this day is no exception. For many years now, there are a number of us who have lamented the fact that these conventions do not have free, open, and adequate wifi access. If we really wanted to our colleagues to move forward with digital writing, this is an absolute essential. At any rate, that means that my session will focus on mobile learning, and that is a cool new area for me to explore and present on.

That said, the goal for the afternoon will be to move to EPCOT center to both capture and critique the ways in which we see cultures presented there. So, a large degree what we’ll be doing later in the day will involve mobile devices, so that’s where I’m focusing my attention during my presentation. I want to get people thinking about how and why they might choose audio recordings, video recordings, snapshots, twitter messages, and other forms of digital writing that can happen on their mobile devices and across networked spaces in order to both capture their reflections in the moment and prepare to make a digital composition later on. I will probably invite them to use Facebook, Flickr, Twitter, and Cinch. Other tools are, of course, welcome! One of the goals that they have for the moment in terms of simply capturing digital assets is that they can go back to their computer later create into a digital story, wiki, or other type of digital writing media. We want people to be comfortable using their mobile devices to stay connected both with their small groups, across the entire CEE group, and in preparation for preparing pieces of multi-genre pieces of digital writing. We are following up this colloquium with the webinar December, the time and date still yet to be set, as an opportunity to read/view/listen to one another’s texts and respond to them.

Since we will be in EPCOT Center Monday afternoon, my hope is that Sara and I will be able to enjoy one last dinner alone, or perhaps with a small group of colleagues, before we hit the road on Tuesday. She will be heading back to the UP while I stay in Florida to visit with my dad. This is one of the bittersweet parts about  NCTE; once you convene with all your friends and colleagues for many days, everyone heads home for Thanksgiving, exhausted, yet refreshed at the same time. I get tired just looking at my schedule is coming week, yet at the same time I am genuinely excited about the opportunities that continue to be presented to me. My hope is that my message across all the sessions remains consistent: if we engage students as writers, and we offer writing tasks and technologies that are both timely and useful, we as teachers will be able to open up our pedagogy, expect more from them as writers, and begin to see their worlds and different ways.

I look forward to continuing conversations with many of you face-to-face next week in Orlando.

Travel safe, my friends.

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2010 MVU Online Learning Symposium

Notes from 2010 Michigan Virtual University Online Learning Symposium
November 9, 2010 at Michigan State University

Opening Keynote: Steve Midgley, Deputy Director of Education Technology, US DOE

  • Context
    • National Technology Plan (released just today), Four Components: Mobility, Social Interactions, Digital Content, Print to Online
    • This does not mean that we will have a “teacherless” curriculum, but the online marketplace offers many interesting opportunities
    • How do we find the right content and connect it with the right student with the right teacher at the right time?
    • Challenge from President Obama: “By 2020, America will once again have the highest proportion of college graduates in the world.”
    • The crucial thing about this is that if you graduate every student in the pipeline today, we will still not meet this goal. Stats show that many students are not graduating from high school, so this implies that many people need to get re-engaged. This will only happen with online learning.
  • Content
    • Teaching, Learning, Assessment — Infrastructure — Productivity
    • Assessment the way it is working today is pretty fouled up
    • Using $350 million to develop new, next generation assessment
    • DARPA project to assess Navy ensigns “in the field”
  • Learning
    • Some major points
      • 21st century expertise
      • How people learn
      • Personalized learning
      • Universal design for learning
      • Informal + formal
    • Social search — more people go to YouTube from Facebook than from Google
      • What does it look like in a social context that is professional?
    • New models (Netflix/Blockbuster) — what does this look like in education?
  • Assessment
    • Major points
      • Measure what matters
      • Embedded assessments
      • Real time feedback
      • Persistent learning record
      • Universal design
      • Continuous improvement
    • New models of assessment being developed being developed
    • NOTE: I haven’t read up much about this, but there is information about it being distributed through MDE and other news outlets.
  • Teaching
    • Main points
    • What does “highly effective” really mean in an online environment?
    • Connected
    • Online
    • Informal + formal — we can’t organize in ways offline that we can online — some technologies require connectivity to work at all (e.g., Wikipedia)
    • Inspired
  • Questions and Answers
    • Wikipedia — many schools block it, and then students are expected to use it in college to get started with research — this is crazy
    • What other “spaces” can we create for teachers to share ideas and resources? What is officially sanctioned by the state, and what is not? What is the role of textbook publishers and other research-based work to integrate with teacher knowledge?
    • We can’t test everything that we say we want kids to learn, only certain things, and some kids are learning more at different times and in different ways. So, then the question becomes what happens to kids as they figure out seat time/credit hours?
    • Intellectual property — how do teachers’ ideas get recognized in these online spaces? Creates problems with copyright and fair use. Creative Commons and Open Courseware as one option, but also some states and districts have earned RTTT money and are sharing through other avenues.

Conversation with Michigan Online Teachers of the Year

  • What has surprised you about online learning?
    • The personal connection, the human touch. Part of this is about the evolution of the internet and how we use social networks today. It is very easy to develop the relationships.
    • When you never see students face-to-face, and you are teaching 125 a semester, when someone writes that “you are my favorite teacher” — that is motivating. The additional thing that surprises me is the connections that you make with your mentors and how much of a factor that they play in their students’ lives.
  • What are your major apprehensions?
    • The fact that the technologies continue to change. Need to keep on top of things, for instance with the 21 Things for 21st Century Educators. (NOTE: I am not so sure that I agree with this statement — I think that there are generally principles about online learning and digital literacy that we need to know, but that we get way too caught up with the tools.)
    • If we don’t teach kids how to use their mobile phones properly, how will they learn these life skills? (NOTE: Again, I am a bit concerned about the tone that we take when we assume that we, as educators, have the “right” answer about how, when, and why we use the tools. Not that I disagree with the principle that we invite them to use these devices and applications, but I do worry that once we co-opt the digital tools and spaces that they are familiar with, we are changing the purposes and audiences for which they write and work).
    • Assessment is built in to the system — the fact that student time online is logged.
  • What are the roles that teachers and students play in the process of online learning?
    • If you are just introducing it, you have to give it time. Initially, it depends on the success of the students that are there — highly motivated kids are successful and motivate other kids to continue working, too.
    • This is rewarding for teachers — we enjoy having the opportunity to teach in a more flexible model. Old model was to have AP kids in advanced classes and remedial kids in other courses (kind of a dumping ground, without mentor support). We have now moved to a model where most students who are in our courses actually get to work and achieve a passing grade.
    • We can bait the hook, but students need to bite. People talk about the way that online learning is better because it offers students new opportunities as compared to what they have experienced in school. This is especially true for students in credit recovery. Still, they have to be motivated and self-directed. (NOTE: So, in what ways does online learning really change the paradigm? That is, if students are reluctant to engage in school, for whatever reason, does the flexibility of online learning really overcome the negative feelings that they have towards school?) Can you meet them online through Skype and Adobe Connect or other similar tools?
    • What are your strategies for connecting with online students? It is not about loving your subject, it is about loving your students. Students see it and recognize it, and they reciprocate.

Lunch Keynote: Milton Chen, Senior Fellow and Director Emeritus at George Lucas Educational Foundation — “Education Nation: Six Leading Edges of Innovation in our Schools” and Edutopia

  • Interesting note — Chen was born in Negaunee, and his father was a mining engineer
    • “I am here as an accident of history” — China was an ally, and my father was able to come to the US and learn about mining at Penn State, and my parents were married in 1945, although my mother didn’t arrive until 1949. They didn’t plan to stay in the US, but the stayed and I was born in 1953.
  • Imagine an Education Nation: “A learning society where education of children is teh highest priority, equal to a strong economy, high employment, and national security, which rely on education.”
    • The book is a “curation” of many resources from Edutopia; interesting that the magazine has been discontinued; e-books now outsell print books
    • “I think this is the first decade of the twenty-first century for education.” — we are at the tipping point.
    • Innovation — the key to creating an education nation; it is a “must do” than a “nice to know”
    • Bugscope
    • Google is 12 years old, YouTube is 5 years old, Edutopia YouTube Channel
    • Clay Shirky — we are witnessing the biggest change in human innovation and creativity in history; every media that we have ever known is now on a device in our pocket next to every other media
  • These are old ideas… Dewey
    • “From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school… within the school itself while, on the other hand, he is unable to apply in daily life what he is learning at school.” The School and Society Lecture, University of Chicago, 1899
  • 6 Leading Edges of K-12 Innovation
    • Thinking
    • Curriculum and Assessment
    • Technology
    • Time/Place
    • Co-Teaching
    • Youth
  • The Edge of Our Thinking: Ending the Education Wars
    • From the either/or to both/and hybrids
    • Phonics and whole language
    • Arts and core curriculum (opening minds with the arts)
    • Learning in nature and technology
  • Curriculum Edge: Globalizing the Curriculum
  • Technology Edge
    • We want all students to use technology; weapons of mass instruction (one-to-one is the weapon that we need to employ)
      • We need to reduce the 1:6 student/computer level to a one-to-one (it can be done for $250 or less, per year)
    • iPod, iListen, iRead: EUSD iRead Program
      • Technology is only technology for those who were born before it existed
      • Using the iPod as a device to record students’ own voices reading: the “missing mirror” in literacy instruction
      • This is not about just getting to the standards, this is about having kids learn more, and learn earlier
      • Have students see how other students are learning; what are the different paths that other students take and how can we learn from this public learning process?
  • The Time/Place Edge
    • Getting kids out into the community for place-based learning
  • Co-Teaching
  • The Greatest Edge: Today’s Youth
  • What is your definition of a great school?
    • Make it short, make it measurable — are the kids running into school as fast as they are running out of it; are the kids so excited about their work that they do not want to leave school?

Closing Keynote: Richard Ferdig, Kent State University

  • Building the plane while we are flying it — and that’s OK
  • Is K-12 online learning academically effective? — this is not the right question
    • Example of TV and video games — not good for kids, right?
    • Actually, depending on the TV or game, it is good for you.
    • Asking the right question — when are courses taught “better” online as compared to face-to-face?
    • Quote from USDOE: “On average, online learning students performed better than those receiving face-to-face instruction.”
  • So, the better question is “When is online learning academically effective?” or “Under what conditions is online learning academically effective?”
    • How is online more effective? What are the conditions under which it is more effective?
    • Is “X” technology better for learning? — Sometimes (under certain conditions)
  • So, when is K-12 online learning academically effective?
  • So, what do we look at?
    • Student and Teacher
      • With teachers, we know that a teacher has a significant role in mentoring students through their online experiences
      • Highly qualified teachers matter in virtual schooling as well
      • How can we get highly qualified teachers?
        • Professional development — because not any teacher can teach online, they need particular skill sets for teaching online — engaging parents and mentors, using virtual school resources
        • Teacher education is not the answer — they are not working with K-12 online schools. Do they have virtual internship programs? Most teachers leave colleges of education without any preparation to teach online.
        • Lack of PD opportunities – not all have online experiences, only 21% had a customized experience
        • Does PD work — sometimes. PD only works when teachers take charge of their PD experience.
        • PCK — talk about teacher knowledge for practice, in practice, and of practice
        • Classroom — inquiry — community
        • Suggestions/Recommendations:
          • Record and reflect on exemplary practice
          • Ownership of the PD model, using innovative means and tools
      • Does online learning affect student retention?
        • Retention is a significant problem, and they drop out for different reasons such as their own individual reasons, or institutional reasons. This happens at key transitions points, students are myopic, and there are disconnected understandings about what is happening and why.
      • Solutions
        • Better communication
        • Individualized instruction
        • Additional mentoring
        • Connections to jobs
      • Why did it work?
        • Accepted by peers
        • Accepted by online teachers
        • Learning styles were met
        • Connections to real world
        • More opportunities for expression
        • In short, all the reasons they dropped out of their F2F school is why they succeeded online
  • Understanding Virtual Schools
    • 80/20 — most of what happens across states is common, although there are some unique features depending on the state
      • Partnerships — including school, university, research, and evaluation
      • Exponential growth
      • Retaining both students and teachers
      • The funding dilemma/opportunity
    • Best practices
      • Engage in attention on pedagogy, innovation with technology, etc.
  • What are some ways to get to better practice?

Reflections on the day

Along with all the technology interests that I have had over the years, my formal introduction to online learning began around the turn of the century when I was trained as an online instructor with the Michigan Virtual High School. Because of a variety of reasons, not the least of which was starting grad school, I taught my last online course for them in 2002. Given my continuing interests in online and hybrid models of learning — especially in professional development for teachers — it was good to come to the conference today and get reconnected with the state of online learning.

I do have significant concerns about the commercialization of online learning and how models like MIVU, Blackboard, textbook companies selling products, charter schools and other organizations who are working, in one way or another, for a profit versus the model of open courseware, collaboration, hybridity, and free or opensource web-based tools. This is a significant wedge that continues to grow. For instance, I set my courses up with a wiki, invite students to use free tools for collaboration and bibliography management, and engage with a variety of other tools. contrast this with the subscription that my university pays for to use Blackboard, including all the proprietary tools and content management.

One of the resources that I was reminded of, and I know I need to continue my participation in, is Edutopia. Milton Chen talked about the many ways that educators are innovating, and that the “internet makes learning international.” It’s been one year since I was invited to be a moderator of a group on Multimedia Literacy, and I need to get involved again.

Also, the implications for professional development for online teachers has just as much, if not more, resonance with our needs for traditional professional development. One of the main points that I will take from the final talk by Richard Ferdig is the fact that teachers, like students, need customized, just-in-time learning opportunities to find out more about how to teach and learn in their own context. I hope that we are doing some of that with our work this year in the CRWP/CGRESD partnership, and I look forward to seeing results from that work.

It was an interesting day, especially in the sense that this conference was one that I chose to attend because it was outside of my normal areas of conference-going, yet remained on the border of them and moved my thinking forward in new ways.


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Mid-Summer Thoughts: Technology Use in Class

Recently, a conversation on our department’s listserve sparked me to offer a rare response. Most of what you need to know about the conversation on the list is embedded in my comments below, and I would welcome ideas for how you help students use technology during class in productive, ethical, and responsible ways.


Colleagues,

This conversation about student technology use comes for me at an interesting point in the summer, having just a few weeks ago finished our summer institute with the Chippewa River Writing Project (which was a four-week, laptop intensive experience for participants) and as I plan for teaching and professional development work this fall (in which computer labs and internet access will be a critical part of the work). Having been on vacation and just now catching up on the conversation, I have a few thoughts on this. While I surely sympathize with all of you who have students using laptops for off-task behaviors in class (and have had similar experiences myself), I am quite disturbed by the general tone of this conversation in regards to students, their social skills, and technology uses. To me, the suggestion that we “selectively shut-off the WiFi in the classroom” or “forbid in-class use of laptops and any of those smaller things” is akin to something like censorship, an act that we would rally against.

While I am not condoning the use of Facebook during class time or other types of distracted behavior, I think that there are two aspects of this issue that haven’t been addressed — the ways in which we invite students to be academics and our own pedagogical styles, both in relation to technology. For the first, I find the suggestion that students not use the internet during our classes or outside of class to be ridiculous, as it is our responsibility to teach them how to use it productively, ethically, and responsibly for many purposes, not the least of which is communicating with us, engaging in research, and creating digital texts. For the second, I think that we all have a responsibility to think about the ways that we ask, even encourage students to use technology in our classrooms, above and beyond simply taking notes.

My experience — having taught in labs for the past three years and with the writing project this summer — is that simply setting norms for technology use and, periodically, revisiting these norms will eliminate most of the problems and help you learn from your students how best to employ technology. If you want them to take notes, why not have an interactive Google Doc with the day’s agenda posted for the all to take notes, post questions, and add links to pertinent web resources? If you are worried that internet searching and instant messaging is killing their critical thinking ability, then why not engage them in online discussions and model the types of responses you would expect them to give? In other words, don’t blame the technology causing bad behavior when you have opportunity to employ it in productive ways.

As I have done with undergraduates, graduates, and teachers in professional development settings, when we were having trouble with off-task behavior this summer, I simply paused in class one day to ask everyone to brainstorm with me in a grid about the positives and negatives that the laptops had for us as teachers and learners. Many people expressed great appreciation for the fact that they could be connected to one another in class through our wiki, Google Docs, and other collaborative technologies. Some were concerned that these technologies could be distracting when they couldn’t get the right log in password or find the right settings to make changes on a website. Many admitting to quickly checking their email or Facebook during class time, and agreed that it should not be done while others were presenting their teaching demonstration or when we had a group discussion. In fact, we agreed to make an effort to ask for “lids down” moments when we really wanted everyone to attend carefully to what was said in this face-to-face setting and “lids up” moments when we wanted them to do something hands-on with their computers.

In short, I fear that this discussion about limiting students’ technology use in class treads on very dangerous water, as we are fortunate enough to have the computer labs that we do have and making broad claims that we would want to turn off the internet or ban technology all together seems, at best, anti-intellectual and, at worst, a violation of students’ right to learn in whatever manner they see fit.

Beyond that, I haven’t even addressed some of the latest research about how young people perceive technology use in their own lives and the social shifts that are happening because of it. If we ignore these shifts, it is at our own peril, because students will find other ways to learn. For more on that, I recommend that you check out this book (available as a free PDF download) — Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media (MIT Press) and this FRONTLINE Special, Digital Nation.

My hope is that we can continue to talk about productive uses of technology, both for our students and for our teaching while not simply resorting to the “kids these days” kinds of comments that have been evident in the earlier threads of this discussion.

Troy


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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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Notes from “Pre-Service English Teachers and Web 2.0” from SITE 2010

Notes from “Pre-Service English Teachers and Web 2.0: Teaching and Learning Literacy with Digital Applications”

Luke Rodesiler and Lauren Tripp, University of Florida

  • Helping pre-service teachers re-imagine what it means to be literate
    • Tools including VoiceThread, PBWorks, and Xtranormal
    • Theoretical framework including social constructionism, interactional elements of effective literacy instruction and how texts are constructed
  • Primary research questions:
    • What understandings of technology do prospective English teachers receal when they are describing their technology use in public school classrooms?
    • How do prospective English teachers understandings of technology change as they become familiar with Web 2.0 applications?
    • How do prospective English teachers understand the role of Web 2.0 applications in teaching?
  • Data sources:
    • Surveys with open and closed ended questions to gain understandings of their technology use in the classroom
    • Classroom observations of student teachers in context
    • Artifacts of student work, including assignments and reflections
    • Focus group interviews at the end of the semester
  • Data analysis
    • Quantitative analysis of survey data
    • Qualitative analysis of classroom observations, student work, and focus group interviews
  • Findings
    • Student teachers were using technology in narrowly conceived ways
      • Accessing web content to search for and/or enhance lessons
      • Using Power Point to present information
      • “When I was in my internship, YouTube and Google was all I thought of using…”
    • Understanding how Web 2.0 technologies could foster collaboration and support teaching and learning where enhanced
      • Recognized collaborative tools
      • Their own facility with technology
      • Own discourse about teaching
      • Future organization and distribution of student work
    • Collaborative effort — how this experience could work as a method for professional learning
    • Made connections between the affordances of Web 2.0 applications and literacy practices valued in English language arts
      • Potential for student collaboration, revision of student writing, engaging students
  • Conclusions
    • Many students were unaware, yet were nudged toward more nuanced views of technology, texts, and literacy practices
    • We saw a shift in perception from “web-for-consumption” to “web-for-production” (using wikis, for instance)
  • Concerns
    • Lack of computer and internet access in schools
    • Expanding definitions of literacy
    • Personal use of technologies vs. professional use
  • Further questions
    • How can we support pre-service teachers in recognizing the availability of the tools
    • How can we expand their notions of literacy outside of technology
    • How can we help them build their personal learning network


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Notes from Doug Hartman’s Talk at MRA 2010

Doug Hartman, from MSU’s Literacy Achievement Resource Center, spoke at MRA 2010 on “The Future of Reading and Writing at the Present Time: Preparing Students and Teachers for the 21st Century.”

Update – 3/30/10 – Embedded Slideshare Presentation

He outlined four shifts that are happening as we continue to think about new literacies and technologies:

  • Shift 1: The technologies students use for reading and writing are changing
    • Linguistic texts to semiotic texts (images, audio, etc)
      • The balance is tipping towards semiotic texts
      • Semiotic texts are increasingly digital
      • Digital texts are ever more online
      • Reading and viewing across these texts
    • Questions to pose:
      • Do our curriculum, standards, and assessments include the range of technologies that our students use?
  • Shift 2: The strategies that students use to read and write these texts are changing
    • Looking for information to supplement what they are able to find in textbooks and is able to find so much more
      • Reading the book, looks up words he doesn’t know, and may use a secondary source
      • Reading online requires different strategies — moving from one web page to another, back to the original, and one way leading on to another; the potential for his comprehension to be expanded is enormous
      • This second type of comprehension places a higher demand on people’s cognitive abilities than typical book reading
    • Types of knowledge for reading: declarative, procedural, and conditional; once online, also adding identity, locational, and goal knowledge. Read more on his Slideshare document. (NOTE: He said that the slides from this presentation will be posted there later today.)
    • Do our curriculum, standards, and assessments include the range of strategies  that our students use?
  • Shift 3 and 4 — ran out of time in the session, but “moment to moment instruction” and “professional development” are the third and fourth shifts

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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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Composing Community

Image from www.lansingstatejournal.com
Image from www.lansingstatejournal.com

My friend and RCWP colleague, Marcus Brown, has been working for about a year to open the Village Summit in the house next door to his Lansing home. You can read about many of the trials and tribulations that Marcus, his wife, and everyone involved in creating the Village Summit have had to endure in this article from the Lansing State Journal.

In trying to figure out a way that I could help Marcus and his cause, he suggested that I spend some time with him and help develop a website for the center that highlights its services and activities. And here is where the power of  digital writing comes into the picture…

Marcus and I began talking about this last year and began a Google Site for his organization. As it does, time slipped by, we both neglected the website for a long while, and kind of forgot about it. But, when talking with him over breakfast in December, and trying to figure out how I could help, he began discussing all the ways in which we wanted to use a website to reach out to his community — people in his neighborhood helping with the Village Summit, other community organizations, the Lansing Mayor’s Office and City Council, and beyond. I was thinking about the software that he could use to compose this site, immediately moving my mind to the suite of tools that Google offers including Sites, Picasa, Maps, and Calendar. After working together for the better part of two hours, we updated the site, adding images, maps, and a calendar, not to mention a good deal of Marcus’s writing and poetry that show his passion for education and serving his community.

And, so, in less than two hours, the Village Summit had a (revised) website.

On the one hand, we could look at this as nothing remarkable. Yep, we have Google Sites and can insert plug-ins and, wow, doesn’t that make life easier for us when we make web pages.

Yet, in digging a little deeper and thinking about the socio-cultural, technical, and political literacy practices associated with how Marcus composed a site about a community center for a variety of audiences and purposes, I find the digital writing task in which the two of us were engaged to be quite fascinating. To be sure, even a few years ago, he could have created a similar site with a variety of web-based tools or software. It would have taken awhile, and he would have likely had to use a site like Geocities that put ads on his work (or buy a domain).

But, using this suite of Google tools, and having a specific set of purposes and audiences in mind, he was able to compose a multimedia text — a website that employs text, links to videos, images, and maps — to distribute his message. Composing community. All in about two hours. In less time than it used to take us to design, produce content for, and upload a basic website using Dreamweaver and FTP.

And, it’s free.

And, it’s collaborative, so others can add content.

And, it’s a public voice for a community that, even a few years ago may not have had the time or resources to develop a web-based message.

To me, as a teacher of digital writing, this was really an epiphany. Yes, of course I knew that anyone could hop online and make a site, or a blog, or a wiki, or a twitter account. Yes, I realized that our digital writing can be collaborative and shared widely. Yet, I didn’t think very clearly, until that day when Marcus and I met, about the power of digital writing — in really just a moment — to compose entire communities, to bring something into existence in ways that would have been difficult or impossible even a few years ago. I had heard of it happening with different tools, over time. But, in just under two hours, we were able to take what Marcus had started a year ago as a dream, and what we initially tried to capture on the web last summer, and brought them both together.

For me, watching Marcus connect his many literacy practices and personal passions to create this website show the heart of what it means to be multiliterate in a digital world.

Thanks, Marcus, for reminding me of it, and for all that you do to serve your community.


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Framing an Approach to the Digital Writing Workshop

After a wonderful week in Philly and while reflecting on my experiences at the NWP Annual Meeting, “Digital Is” Conference, and NCTE Convention, I was fortunate enough to engage with a Michigan colleague who, as a part of her master’s program, is doing an inquiry project on establishing her own digital writing workshop. She had picked up my book (thanks!) and then had some questions for me, specifically related to her teaching context. With her permission, I share excerpts of our email conversation here in hopes that it may be useful for some of you attempting to establish digital writing workshops in your own classrooms and schools. The exchange begins with her first question, and I have indented my responses for clarity.

1.  Access is my biggest issue.  Currently, I share a laptop cart of 20 with the whole school (about 220 kids).  I do have 5 computers in my classroom, but I am unable to sign out the cart on most days, leaving me one day a week (to compete with the whole school) to sign out the laptops.  I am currently dreaming and searching for grants to get more computers for my own classroom, but access continues to be an issue.  Not all of my students have access to computers or internet at home, and most aren’t able to use a computer during the school day.  (The competition to use one of the classroom computers can be pretty stiff, especially since many of my students have computer usage written into their IEP…  leaving all the others without class time access.)  How does one go “fully digital” without access?  Do I make blogging their weekly writing a requirement and then have them come in during lunch or after school?  Or do I wait on that part until I know everyone has fair access?

I am in a fairly fortunate position…  my class sizes are small.  But how much do I push the envelope?

You have two problems here — the immediate and long term need for access. So, I will address both.

First, for the short term, no, you should not wait. Kids, and parents, are resourceful, and if you create an assignment and give them a fair amount of time (one post per week, with one response to a peer, perhaps), then I think that it is more than fair to require that as homework. If you make extra time available at lunch or after school, in addition to the one day a week that they have in your class, then this is even more fair. Sadly, we will never have equal access (which is what I think you mean be “fair access”) and I don’t think that should preclude students engaging in digital writing. So, your plan is reasonable. Push the envelope, not only because you know it is pedagogically sound, but because you know that students can rise to these expectations so long as you make them reasonable.

A more long term question is embedded in your desire to get grants to buy more machines. With tools like netbooks and iPod touches as very low cost, that might be your best entry point for a one-to-one system. Honestly, you won’t have full access in your classroom unless your school supports a building-wide initiative, or you get your own for your classroom. So, that is an admirable goal, but I would really encourage you to push for a school-wide initiative in order to make substantive changes in the ways that students and your colleagues engage with technology. You might want to look at this book to help make an argument about why and how laptops can support student learning: Warschauer, M. (2006). Laptops and literacy: Learning in the wireless classroom. New York: Teachers College Press.

In short, you are thinking about this in all the right ways. Trying to make things fair for all of our students is the sign of a passionate teacher, and I appreciate your efforts. That said, I can understand why you feel you are not being fair. One blog post a week, I can assure you, is a fair assignment, and one that moves your students in the right direction to becoming digital writers.
 

2.  Some of my parents are concerned about their child’s off task behavior while  on the internet.  One parent has demanded that we not let her child use the computer at school at all, because she can’t be monitored well enough.  This child is only in 6th grade, so I will continue to have her for 2 more years.  Any ideas to help sway her parents?

The best response that I have heard to this is from a colleague, Bud Hunt (who blogs at http://budtheteacher.com/blog/). Basically, he says that it’s not the internet that makes the kid go to Facebook/IM/game sites/etc. It’s the kid. Your job is to help teach the kid to be productive, ethical, and responsible online. But, that’s part of her parents’ job, too. And, filtering/censoring the internet is not going to solve that. Keeping her offline at school, in short, is not going to help her be a better digital writer nor is it going to help her learn behaviors that are going to make her a good digital citizen. We have to recognize that kids, and all of us, can and should have time to play and explore online, and that should be balanced with doing work. This is true offline as well. So, your job is to help the parents see that it’s not the internet that is distracting their daughter, it’s their daughter that’s distracting their daughter. Show them what you are asking her to do, talk about how that should be engaging her, and then discuss what other reasons might be present for why she is not engaging in the digital writing task (is she a struggling writer? are other kids in the class not responding to her writing? other?)

3.  What do you say to those that value the very traditional 5 paragraph essay “make my kid ready for the MEAP and ACT” kinds of writing, and do not believe that digital story telling, podcasting, and creating PSAs will help their child learn the so called “nuts and bolts” of writing?  Thankfully, I do not get a lot of that at my school…  but I am sure others face it quite a bit.

Like crafting a blog post, composing a digital story, or writing a letter, the writing a 5 paragraph essay is one type of genre that students need to master for a specific writing context. My argument for focusing on digital writing is simple — use the MAPS heuristic and help students talk about the mode, media, audience, purpose, and situation of a given writing task, then use that language across tasks. So, as they compose a blog post, talk with them about the similarities and differences between writing that post as compared to a traditional essay. When kids understand the rhetorical choices that they are making, then they will be better able to discern how and why to make these choices.

Moreover, if kids are engaged in authentic writing tasks through digital storytelling and other means, then it will give them more fodder to choose from for these exams. That is, if they are passionately writing about their own ideas in a variety of other contexts, then when it comes time to perform on the state test, then they will have a variety of ideas to choose from. Rather than drilling them with decontextualized prompts each day, engage them in real writing, and they will be able to craft an essay when they need to.

Beyond that, one footnote. The best MEAP essays are NOT five-paragraph ones. I know that you know this, but point parents to the MEAP released items and talk with them about what the best essays look like. Talk with your kids about it, too. Then, see how that type of essay writing can be fostered by making good rhetorical choices (ala the choices one makes as a digital writer).
 

4.  Just for fun… 
What has been your favorite digital writing workshop activity to experience?
What activity has been the most valuable as far as engaging students in writing, both in and out of class?

I love digital storytelling. Love creating them. Love teaching them.

That said, my favorite and most valuable activity is having my students create a writer’s profile. I am copying and pasting the next few paragraphs from a blog post I made on the Ning a few months back…

At the beginning of each writing class that I teach, I invite students to “interview” each other with Nancie Atwell’s writing survey from In the Middle. While they are interviewing each other, I walk around the room and, with their permission, take their picture with a digital camera. This encourages some offline collaboration that then turns into the basis for their online relationships as readers and responders.

After the interviews, they then take the answers to the questions that they gave, and begin to create an individual page with an autobiographical profile on our class wiki. Before class begins, I have already created a list of students on a page of the wiki, so that they can then link their profile to the class list.

Often times, over the course of the semester, this profile page grows as they add their writing territories (Atwell), responses to a “50 questions” activity I lead them through,” and links to the writing pieces that they are developing over the semester. Also, other students can go into the wiki and comment on each other’s profiles, including responses to writing. These profile pages grow and change over the semester, just as they grow and change as writers.

Two examples of these class pages linked to individual profiles can be found in my ENG 315 course and this summer’s Chippewa River Writing Project.

 

Thanks for supporting me on my quest to “digitize” my writing workshop!

 

You are welcome, and thanks for taking the next steps — I applaud your enthusiasm and professionalism. I look forward to hearing about your work.

Cross-posted on the Digital Writing Workshop Ning.

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