My Journey Through the Digital Writing Process

Attached is a photostory of my journey through the digital writing process. It explains how I have changed as a teacher using digital writing, and how I plan to use it in the future with my classes.

Final Pause and Ponder

This course has meant a great deal to me and continues to play a major role in my teaching career. As I create lessons, the voices of the authors, Sara Kadjer and Troy Hicks begin to reverberate in my mind. As both authors concur, teaching writing is both a formative and summative process. So, in creating a lesson, I now think about what types of technologies I can use as well how to look a the formative process of the students. My idea of teaching writing has expanded to include different uses for search engines and the varied ways to produce a finished product. There were so many areas this subject touched upon, I could not think of an area I would like to add. I would say I would like to continue to learn more about the various ways I could incorporate using engines such as "wallwisher", "voicethread", and "photostory3"s into my lesson plans. I feel like I have only scratched the surface, and would like to become a more masterful user of these technologies.

I feel I have grown in finding more resources now that I have been introduced to the topics discussed in this course. I have kept the handouts contained in the curriculum and can find the websites at an instant. I have downloaded many of the tools the course has provided and of course have learned I can always go to Youtube or google, to find out how to do something. I have also learned to follow the blogs we created as well as find others, so there is always a place to turn for help. Being more motivated to find more information about these topics, can only enhance my teaching. I will certainly look for more opportunities such as this class, to further develop my use of technology. One such opportunity has already presented itself through a 3 day course at Coastal Carolina featuring Barry Levinson as the teacher. This course is a writing course which will immerse the teacher into the program in an attempt to bring it back to the classroom. I am a bit intimidated, but because of this course, am willing to give it a try.

I feel my professional abilities have been enhanced through this course since I have introduced some new technologies in class. Using "wallwisher" and google docs has allowed me to communicate in a more interactive way with my students. Some of the free educational sites engage my students to use the computer more than just a facebook tool, for example, they all enjoy the "Freerice.com" site and have begun a competition among the classes. They like seeing how "Worlde.net" changes the way their words look and what they can improve upon. The one site I know I want to continue to use is "paperrater.com". This site allows students to immediately get feedback on their use of grammar, word choice, spelling, sentence structure, as well as any plagiarism they may have inadvertently used in the paper. I have asked my students to use google docs as a form of interactive writing;however, what I need to reinforce is they look at my comments and use them in their next writing assignment. As often happens in paper and pencil responses, students are not taking the time to review my comments. I asked them to respond to each other and that seems to have worked--so I think I will incorporate more of that interactive writing next year. I also want to take more advantage of digital story writing. I know they know how to create movies and use photostory. Most have used these tools to create propaganda techniques in their own commercials, made videos to create their own interpretation of a drama or scene from a novel, or incorporated Youtube into a project which asked them to find a piece of music for a remake of To Kill a Mockingbird.There is so much more for me to learn. I would like to be able to use the Wiki page for a quick way to organize the clips of the films which go along with the curriculum we explore in the classroom. All in all, I know I am just a novice at this, so my desire is to become more confident in a few of the tools we used in this class, integrate them within my curriculum,and move on to the next types of technologies I discovered in this course and use them as well in my classes. Thank you for opening up a new world to me.

Going Digital?????

I have come far in the digital writing classroom, and thank Bill for all of his hard work and for opening up my eyes to people like Sara Kadjer and Troy Hicks.I know I have a long way to go. For example, when doing my voice thread, I thought we had to create a voice thread of our own, and embed it onto our blog. Well if you look at the voice thread you will see a picture of Odysseus, that is me as I created an actual voice thread for my students to follow and so when I got on the voice thread discussions at class, the picture of Odysseus pops up as me. In short, I know enough to be dangerous.
I would like to create more lessons for my classes utilizing digital writing, but feel I need more guidance. Perhaps. I am not ready to let go (so to speak) of Bill quite yet. I am still not quite sure what all the district will allow, but I have discovered many things such as photo story, wordle, edutales, wall wisher, and many others that I can use in class. I would like to learn some of the other things we have discussed so far in more depth so I can pass it along to my students. Hoping we can still keep in touch after the class ends, and thanking everyone in class for their support. The examples and comments from other students has helped me tremendously. Bill, thank you and hope you can still send things from time to time.

Video from YouTube

How I created my voicethread

I found a creation on you tube and followed the instructions. It took several attempts to creat it and then upload it to my blog post. I still do not know if I did this right, for some reason it does not look correct. I think I will go look at others to see what they have done. Till then bewitched, bothered and bewildered am I

My Voice Thread

Pass Test

My first attempt at creating a digital story for our class--Pardon all imperfections

Google Docs Sets Class on Fire

Today, I took my two of my classes into the lab to have them respond to a journal question I had earlier assigned from the novel, To Kill A Mockingbird. The students created their own Google Docs accounts earlier in the week-during class and at home. When we arrived at the lab, and everyone finally settled down to do the assigt, they had a blast. Each student invited me and at least one other person in the class onto their account. Students responded to the journal, to each other, and chattedd to each other while online. They were really excited to see what each other had written, and they gave some very interesting comments to each other. They stayed on task and were focused, ready to respond to each journal entry. I was relieved to see they were truly enjoying online writing and when it was time to leave, they were actually disappointed. One student asked if we could do this everyday. To actually put into practice, not only what I learned in this class, but what our books have been advocating, was extremely rewarding.

Student's Essay

Blogs and the Pass Test

After reading Troy Hick's Chapter 3, I re-examined my feelings toward face to face conferences with students about their writing. This week we are all writing and teaching the various types of writing modes in preparation for the TEST. I am thinking yes, we will peer edit and teacher conferene, but would it be a better to blog with each other as we write and respond to the various types of writing which will take place this week. This would certainly save time for the teacher and the student. Some students are actually embarrassed if a teacher speaks to them in clas about their work. I have not done a survery or created a poll, but it appears boys in particular do not like having their work discussed while thier friends are near. Having a blog may help them feel less conspicuous in the classroom. It would be better to respond to students's writing on a class blog site because they often do not even read your comments on their paper, unless you read it with them. But, I feel I really do not spend enough time conferencing with students on an individual basis. Sometimes, I feel very torn between promoting digitial writing verses gettingt students prepared to write an essay using paper and pencil. Our students will soon be graded on how well they can write an essay-given a prompt they have never seen before. We were told, that yes neatness does count-that these readers spend aproximately 4 minutes per paper. You can imagine for those students whose handwriting is well frankly, bad to illegible, their paper may not even be read. And, perhaps more importantly, what relevance does this have to do with them. Won't their job, career, even academic career revolve around writing digitally? Anyway, I still will continue to introdue more digital writing. Wordle is one way I have asked my students to respond to and look at their own writing.

Social Bookmarking and the dreaded "Research Paper"

After reading Troy Hick's chapter about SSR and Social Bookmarking I felt like this was really a new way to attack the researach paper. A way that would truly involve students and foster critical thinking. Coming up with a topic based on their interest and then re-fining that topic to produce a true research paper, would prove to be creative and fun for students, rather than dull, and boring--just another assignment. However, what was posted on another blog, explains this as a problem because our district creates the way a researach paper should be taught and what sites are blocked by the district. So the question becomes, how do we convince our district to help teachers instruct taking full advantage of the sources at hand while serving the needs of our students for 21st century thinking? Olga, if you respond to this blog, please give some advice.

SNOW AND THE SOUTH

OK, I will be honest, when it comes to snow I look down on those from the south who close shops, business, and other things when the word snowfall is mentioned for the Grand Strand. In North Myrtle Beach, we received some downfall overnight-about 9:00 to the mid morning, accumulating 3 inches. I woke up to a beautiful landscape, ice-covered trees, a few snowmen, and CLEAR ROADS. When I heard that they cancelled the Marathon I thought--you have got to be kidding. I could understand delaying it-but not a total shut down. Many people have trained hours and hours for this event. Not to mention the sponsors and friends and family that have supported them. What about the tourists and tourism money this event would give to our city-already crippled by a devestatingly slow economy. I don't know-educate me, was this a foolish decision or not?

"You Tube, You Tube, Wherefore out thou You Tube"

Reading Sara Kajder's books has caused me to "pause and ponder" more than once. For instance, The Text Savy English Classroom, discusses, among other things, how to allow students to justify their voice by creating new ways for them to express it. Using the hypertext to have students explain why they wrote a certain way or got the idea for a piece forces them to invest in writing more effectively. Writing their message first in word is an excellent idea to have them look at and revise how they want their writing to be viewed. In addition to this, showing them the different ways to use email also may help improve their writing skills. Asking them to first place the message in word, analyze it and revise, is a good way to encourage the revision process.-I particularly liked the idea of explaining that you should use one type of writing for the workplace and one account, and use email for family and friends on another account. I try to follow that rule--too many things have occurred using email in the workplace which hurt employees or may result in them loosing their jobs. Although I teach writing, I am usually trying to find a way to allow students to use their creativity and originality as a means for a culminating activity. We have just finished, the drama, Romeo and Juliet, I was looking for a way to engage students in this activity. When I saw Sara's Online Communications in chapter 8, I was excited to view how to collaboratively use projects with teachers and students. I gave my students several options to complete an activity for this drama. They can act out a scene using the Shakespearean language, using costumes and props, place the scene in a more modern day setting and give it a modern day translation-again use costumes and props, rap a scene, or for those who would rather not perform, write a research paper about Shakespeare's "Lord Chamberlain's Men" and the Globe Theatre. Students have the option to perform it live, or film it and bring to class. Each group must have a typed script and arrange for each member to take part in the skit. Anyway, they seemed very excited and were talking about ideas and costumes--it was nice to hear. I am allowing class time, so I can monitor some of their progress. Some suggested they place their results on You Tube. I am a bit weary since I do not know all the rules surrounding using such a public domain. I was wondering if I could get some advice concerning this situation. I do know that some students have previously placed other projects for other teachers on YOu Tube, but I still am not sure if it brings in some legal issues.

Joined the 21st Century

Today I joined Facebook--Wow already I have seen pictures and names from the past--t is scary--my first friend was my mother-do you believe she was ahead of me? Anyway I was afraid to join due to privacy problems. Being a teacher it did not seem appropriate, however, it seems that most teachers are on facebook. Well, we will see if my own children add me as their friend--just checking. Hope to see my digital writing classmates on this book. Checking out for now--no students allowed

Animation the way to journal

I received an email from a friend that included the most marevelous animation sho rt "Pigeon Impossible" It looked like it was made by a group of college kids. It looked julst like the Disney Pixtar animated videos. There was no sound, yet the graphics were and very little words were so captivating that one hardly noticed they were not present. When I showed it to my class, then asked them to respond--they went wild with words of enthusiasim.Everyone was able to tell the story, yet no one even commented on the lack of words and sound. I think responding to things like this is a good way to allow students to get in touch with their own voice--there is no pressure no judgement, and no right or wrong answer. NOW how to create one--that is the question?

The Tech Savy Classroom

After reading Sara B. Kajder's The Tech Savy Classroom, I was a bit intimidated and intriqued. I enjoy the idea of hypertext to support the voice of the writer and to further understand the response of the reader. When she states, the "right tools for the rigght student" I find myself questioning which students she is discussing. I think about the higber end students, and then the more struggling readers and how the use of technology differs between the classes, and am concerned as to how I would even approach this method. Regardelss, I would really liske to learn more about this and use it in the classroom

TALKING TO YOUR CLASS

Wednesday, January 13, 2010
talking to your class

Today, in my Regula English class we were reading manuals in our lit book; all in an effort to be able to follow directional peices given on the PASS Test--I,myself do not like to look at the enourmous manuals you receive when purchasing any item which requires directions. For example, I received a new digital camera from my daughter for a Christmas gift. I had to charge the battery, figure out how to place the tiny card back in the camera and then follow several pages about date, time, how to take a video, ect--All I want to do is point and shoot.
I was sharing this with my class and we had a discussion about following directions--they just look and play--they figure it out without looking at any directions--sometimes this makes me wonder how I think I can teach them, when it seems like they know the real world more than me. Anyway, it was a day to delve deeper into my studens' personalities, desires, and needs--I think it was worth the 60 minutes?
Posted by colleen taylor at 6:50 AM

All About Me

I have been teaching in Horry County School District for the past four years, as an 8th grade ELA teacher. I enjoy my students very much and have made many friends in school. I have my MED in Reading, and would love to have my doctorate--I also want to teach at the college level.

I am taking this digital writing course and am really having a blast--I hope I will remember to use all of this in the classroom.