Participants will explore a variety of digital tools for video that can be used for instruction, remediation, and discussion, as well as student creation of video artifacts to demonstrate understanding.
“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
As students move from novice to expert in various fields of study, they must become familiar with specialized vocabulary, patterns of thinking, and specific uses of language. More than just integrating reading and writing strategies across the curriculum, as effective teachers we must invite students from diverse backgrounds to become fluent in what are now being labeled as “disciplinary literacies,” the spaces where content knowledge, literacy skills, and critical thinking all connect. Bring your favorite device, because in this interactive keynote we will explore a variety of tools and ideas that can help our students learn how to read, write, and think like disciplinary experts in our own classrooms and beyond.
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.
As a participant, I am reminded of the many, many moving parts that the facilitators for such an institute need to plan, and I have been fully engaged in the workshop for the past few days. Couple that with needing to continue working on all my regular tasks as a program director, faculty member, and consultant, and the time here at DMAC slips by entirely too quickly.
I need to pause. To scale back a bit. I woke up early this morning, and knew that I needed to reflect. To refocus.
So, here I am.
Without a doubt, I am enjoying the process. Since my infographic prototype post earlier this week, we’ve also tinkered with Audacity and the audio assignment, as well as iMovie and the video assignment. Fortunately, I’ve had experience with both these tools — as well as these concepts — so I’ve tried to focus more of my attention on the deeper, more theoretical implications of what DMAC has been pushing me to consider.
For instance, yesterday, we were asked to consider the politics of race and social media, deconstructing images and considering how to layer meaning with memes. I’ve certainly thought — and written about — memes before, but the new lenses of accessibility and social justice are all helpful reminders for me as I prepare to create my projects this weekend. Speaking of projects, my work is moving forward, but at a seemingly glacial pace. Again, being a participant reminds me that — when I am in the facilitator role — I need to be quite mindful of my audience’s needs, both technical and social.
Still, I am impressed by what we can do when we put our minds to it. For instance, Elvira and Rich created concise, compassionate short film yesterday:
Giving students — and, when in workshops, teachers — the time and space to play, take risks, and be creative makes a world of difference. I’ve heard these types of opportunities called many things. Quickfire challenges. Rapid prototyping. Sandboxing. Whatever we want to call them, we simply need to do more of them. I will remember this in preparation for the fall.
Of course, the conversations with colleagues from around the country have all been productive and refreshing. Today, we head to the Ohio Union for the Innovate: Forward conference. This, too, will be a refreshing change, as I hear about the many initiatives related to digital learning that are happening here at OSU. While keynotes are always interesting, I look forward to seeing what faculty are doing in their face-to-face and online courses, and I’ve mapped out some sessions that deal with digital distraction, new environments and structures for learning, and building better online discussions. These may ebb and flow throughout the day, of course, but that is the thrill of going to a conference!
As we prepare to “turn the corner,” moving into the deeper, more substantive work of producing our audio, image, and video projects. Again, my work this week is largely in preparation for teaching the honors seminar this fall, “Our Digital Selves.” My aim this weekend is to have my infographic, podcast, and video in a near state of completion for Monday’s preview. What’s interesting in that part of the assignment is that we are supposed to create “no more than :60 (sixty seconds) of video and/or audio that illustrates your work in progress that you plan to share at the upcoming showcase.” Making a recording about our work in progress, rather than simply standing nearby to describe it, is another interesting pedagogical move that I am learning from the DMAC structure, and I look forward to that challenge.