From Bud Hunt: I think that &quot;we&quot; (those folks teaching &quot;technology,&quot; or &quot;integrating&quot; it, or whatever), do a disservice to our students and to our craft when we take a gentle stab at trying something new and then flitter on to the next thing. We&apos;re so excited that people are trying out these tools that we settle for garbage so long as it was done on a wiki or via a blog. Heck. It&apos;s on the web, so it must be fresh and exciting and new, right? Hardly. Lanier, and you, and me, and probably most of the people on this list, would say, I think, and I apologize for putting words in anyone&apos;s mouth, so feel free to rebut me, that the true value of making things, of writing, of creating, is that it helps us to better understand our ideas and the ideas of those with whom we are in communication. We write and blog and podcast and wiki and compose HTML and make sculptures and paint and do stop motion art because we are trying to understand the human experience and, perhaps, to leave a mark on the world, or at least the folks we hope will see our stuff. But we don&apos;t write or compose to fill in a blank or to say - &quot;Look! I have made a wiki!&quot; Yet that&apos;s how we teach. We &quot;cover&quot; making &quot;websites&quot; like we &quot;cover&quot; &quot;writing&quot; or &quot;expression&quot; or &quot;whatever.&quot; Discrete little chunks of nothing that add up to not much but they are doable in a class period or a few. And we get excited because we &quot;did&quot; something. I don&apos;t think that&apos;s a problem of Web 1.0 vs. 2.0. I don&apos;t think we&apos;ll be happy when Web 3.0 comes along (or that it&apos;s already passed us by.) The container that we use to hold powerful stuff is rarely the problem. It&apos;s the stuff we (don&apos;t) put into those containers that can be. And y&apos;all all know that, because you&apos;re Writing Project people. So forgive these last lines - it&apos;s a rough world we find ourselves in. Always has been. Hopefully, always will be.
Prepares students for the careers of the 21st Century.A great equalizer, a forum for reluctant or quiet students to make their voices heard from the safety of their computer.Gives students an authentic sense of audience. Helps all writers by providing models for effective writing.
Despite whatever our intended audience may be when assigning a writing assignment, often students will only see the teacher as the audience.
Teach-Nology Literacy Instruction in the 21st Century Classroom
Notice This entire presentation, as well as several resources selected to supplement today’s workshop, are available at: technoliteracy.wikispaces.com
Background Tony Pennay Tech Liaison, Cal State Northridge Writing Project Curriculum Resource Teacher, SCVi Charter School Loni Pennay English Department Chair Professional Development Coach Family Resource Coordinator, Sierra Vista Junior High
To share and explore effective uses of technology in literacy instruction, with attendees leaving with ideas andtools that they can implement in the classroom on Tuesday.
Why teach technology? NCTE definition of 21st Century Literacy As society and technology change, so does literacy.
Why teach technology? NCTE definition of 21st Century Literacy The twenty-first century demands that a literate person possess a wide range of abilities and competencies.
Why teach technology? NCTE definition of 21st Century Literacy These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable.
21st century readers and writers need to: Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
Manage, analyze and synthesize multiple streams of simultaneous information
Develop proficiency with the tools of technology
Tools of Technology Develop proficiency with the tools of technology Blogs Wikis Podcasting VoiceThread Digital Storytelling YouTube
Well, for me I would do anything for a good friend that I have trust in, but I wouldn’t ask for too much because I obviously would not like to take advantage of my best friend. For example, when i go horseback riding, I have to do these jumps, The only way the horse will jump is if the horse trusts you and you trust it. Like with people, if you ask too much of a horse (if you keep kicking it or turning it too early on a jump) then the horse is more likely to refuse to jump, and you’re more likely to get thrown off. So one day I was riding my favorite horse called Pockets and was supposed to jump her. So, the lesson was going very well, and Pockets was fantastic so i kept praising her. On the last jump, I asked her to be extra perfect (in my mind) and well.. SHE WAS! My teacher was surprised and she told me: ” that is the biggest compliment a horse can give a person. Pockets really had trust in you!” The main point is, don’t take advantage of a friend, and they will sure have trust in you!
Getting Started Find a blog hosting site -- Edublogs gets through most filters. Establish ground rules: Check district’s fair use policies and user agreements. Create a task, set a deadline, and go. Blog assignments can easily support content standards.
Ideas for grading blogs Credit/ No Credit A chance to practice writing and explore ideas. Express opinions on reading material. Points Clearly defined parameters and expectations. Model and celebrate excellent responses. Have students share in class.
Podcasting Writing and sharing with an authentic audience. Helps writers with revision. Helps with reading fluency. Collaboration leads to writing improvement for all involved.